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OS  AN'IELES 
NORM 'VL  SCHOOL 


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^     VV 


SOCIALIZING  THE  CHILD 


A  GUIDE  TO  THE  TEACHING 

OF   HISTORY   IN  THE 

PRIMARY  GRADES 


BY 


SARAH    A.    DYNES 

HEAD    OK    THE    DEPARTMENT    OF    HISTORY,    STATE    NORMAL 
SCHOOL,    TRENTON,    NilW    JERSEY 


'   <^'  e.-^  b 


SILVKI{,    I'.ri.'DKTT    AND    ("OMI'ANY 

BOSTON  NKW   YnltK  TIMCACiO 


.soa95 


Copyright,  1916, 

bt  silver,  burdett  and  company. 


B 


.1 


PREFACE 

A  MARKED  characteristic  of  the  new  century  in  all  pro- 
gressive nations  is  the  quickened  interest  in  the  child  and 
his  education.  Owing  to  this  deepened  interest  in  both  the 
nature  and  the  nurture  of  the  child,  professional  educators 
are  beginning  to  look  more  earnestly  to  history,  sociology, 
psychology,  and  ethics  for  guidance  and  help  in  their  work. 

This  book  treats  certain  aspects  of  social  educatio7i  in  pri- 
mary  grades  witli  the  greatest  possible  simplicity.  Especial 
emphasis  is  placed  upon  ways  and  means  of  enlarging  the 
child's  exi)erience  so  as  to  favor  the  development  of  the  his- 
toric sense.  The  various  solutions  of  the  problems  of  procur- 
ing shelter,  food,  clothing  ;  of  l)eiiring  burdens,  of  traveling  ; 
of  exchanging  goods  and  of  celebrating  liolidays,  make  an 
excellent  background  for  later  work  in  history.  Because 
each  of  tlie  various  countries  selected  by  the  author  for  in- 
struction in  primary  grades  solves  these  problems  in  its  own 
characteristic  way  the  contrasts  are  conspicuous,  and  serve 
as  a  stimulus  to  both  observation  and  further  curiosity  con- 
cerning human  institutions  and  discoveries. 

Because  each  school  is  a  center  of  {;ommuni(y  life,  each 
pupil  can  be  trained  inlo  responsible  mcMubc^rship  in  that 
oommunity.  lie  can  be  saturated  with  the  s{)irit  of  service 
and  j)rovidod  with  tlu;  instruments  (»f  effective  self-direction 
suited  to  liis  stag*;  of  dr^vclopmcnl .  TIm-  problems  there 
solved  reHect  the  \\U'.  of  thi;  larger  socicity  of  which  the 
schofd  is  a  part.     In  this  way  the  surest  gunrantee  of  a  worthy 

iU 


IV  PREFACE 

democratic  society  in  the  future  is  secured.  The  pupil  is 
trained  daily  in  adapting  means  to  ends.  He  is  acquiring 
neatness  and  skill  in  handling  materials,  tools,  and  utensils. 
He  is  forming  habits  of  order  and  industry.  Upon  the  solu- 
tion of  such  problems  and  processes  society  depends. 

The  demand  of  primar}^  teachers  for  aids  and  suggestions 
to  help  them  to  make  more  effective  use  of  the  "Report  of 
the  Committee  of  Eight "  ^  is  met  by  this  book.  This  re- 
port states  that  "A  leading  aim  in  history  teaching  is  to 
help  the  child  to  appreciate  what  his  fellows  are  doing  and 
to  help  him  to  intelligent  voluntary  action  in  agreement  or 
disagreement  with  them."  To  carry  out  these  aims  the 
report  advises  continuous  attention  in  each  of  the  grades 
to  events  in  the  past  which  the  pupil  can  understand  and 
also  to  contemporary  problems  suited  to  his  intelligence. 
The  various  fields  of  human  activity  must  be  drawn  upon 
for  these  events  —  political,  industrial,  social,  educational, 
religious,  and  no  one  of  them  should  exclude  the  others. 
See  introduction  to  the  report,  page  x. 

The  inexperienced  primary  teacher  who  is  not  a  specialist 
in  history  asks  :  How  can  I  determine  which  events  of  the 
past  are  suited  to  my  j)upils  ?  How  am  I  to  know  which 
contemporary  problems  are  within  the  range  of  their  intel- 
ligence ?  What  are  the  natural  processes  of  a  child's  mental 
life  ?  How  does  his  mind  work  upon  the  material  presented 
to  it  ?  What  are  the  outward  signs  of  these  mental  pro- 
cesses, and  how  may  we  recognize  them  in  our  daily  expe- 
rience with  children  ?  What  criteria  will  help  me  to  decide 
how  to  adapt  historic  material  to  the  needs  of  primary 
children  ? 

1  The  Study  of  History  in  tiie  Elementary  School.  A  report  to  the 
American  Historical  Association  by  the  Committee  of  Eight  (1909).  Charles 
Scribner's  Sons,  N.  Y. 


PREFACE  V 

Answers  to  these  and  many  other  practical  questions  are 
given  with  concrete  illustrations  in  this  book,  which  is  not 
written  for  the  initiated  few,  but  for  the  interested  many, 
who  are  alert  and  eager  for  concrete  suggestions  and  prac- 
tical guidance.  Technical  language  is  avoided  wherever  it 
seems  possible  to  do  so. 

In  Part  I,  a  careful  analysis  is  made  of  the  child's  expe- 
rience. The  function  of  the  imagination  in  the  learning 
process  is  described  and  illustrated.  The  instincts  and 
interests  of  children  are  discussed  and  tabulated.  All  dis- 
cussions are  based  upon  the  most  recent  thought  with 
which  our  ablest  psychologists  and  specialists  in  child  study 
supply  us. 

Practical  suggestions  for  the  use  of  the  sand  table,  pic- 
tures, and  construction  work,  as  well  as  the  type  lessons,  are 
given  to  show  how  the  theory  is  carried  out  in  practice. 
By  a  careful  study  of  Part  II  the  teacher  sees  how  time  may 
be  saved  by  unifying  the  various  kinds  of  work  done  in 
primary  grades.  All  the  material  selected  and  all  the  sug- 
gestions for  directing  the  child's  activities  so  as  to  lessen 
hapliazard  work  and  secure  more  systematized  and  better 
organized  results  have  been  tested  repeatedly  in  daily  work 
in  primary  grades. 

The  book  is  an  outgrowth  of  personal  experience  in  every 
grade  of  school  work  in  b(jth  rural  and  city  schools,  together 
with  much  observation  of  able  teachers  and  practice  teachers. 
No  teacher  is  a  perfect  teacher,  but  all  teachers  can  profit  by 
the  best  examples  which  come  down  to  us  from  the  greatest 
teachers  in  all  ages.  The  utmost  we  can  do  for  each  other 
is  to  give  the  results  of  ])t-rsonal  experience. 

I  am  deeply  indebted  to  my  students  in  the  Kast  and  in 
the  West,  whose  inspiration  has  made  the  work  possible. 
To  one  of  them,  Miss  Nellie   Lair,  who  is  now  a  colleague, 


VI  PREFACE 

I  am  especially  indebted  for  generous  and  valuable  service 
in  preparing  tbe  type  lessons  for  grade  one  and  in  the 
criticism  of  the  manuscript.  if  the  book  proves  to  be 
suggestive,  instructive,  or  stimulating  to  those  engaged 
in  teaching  in  primary  grades,  the  author  will  be  amply 
compensated  for  the  work. 


SARAH    A.  DYNES. 


State  Normal  School,  Trenton,  N.  J. 
June,  1916. 


CONTENTS 
PART   ONE 

CHAPTCB  PAGB 

I.     Introduction 1 

Limitations  of  Primary  Chikrs  Sense  Experience. 
To  Socialize  the  Child,  the  First  Step  in  History  Teach- 
ing. 
Beginning  with  Child's  Immediate  Environment. 
The  (iradiial  Widening  of  Ciiild's  Horizon. 
Siunmarv  of  Subject  Matter  of  the  Book. 

II.      Thk  Teachkk  .\nd  tiik  Child 5 

Sympathy  with  Children  a  Necessity  to  the  Teacher. 

Value  of  Free  Play  to  a  Child. 

Play  Reveals  Character  to  the  Symi)athetic  Observer. 

The  Cnsympathetic  Observer. 

The  Choice  of  Stories  for  Children. 

The  Humor  that  Appeals  to  Children. 

Books  as  Interpreters  of  Childhood. 

III.  TiiK  Child's  Expkkiknck 12 

The  Child's  Experience  as  a  Basis  for  HLstory  Study. 

The  Child's  Lack  of  a  Time  Sense. 

Elements  of  the  Historic  Sen.s(i. 

A  Child's  Understanding  of  Phenomena  Limited  by  his 

Experience. 
His  Understanding  r)f  Histxiry  Similarly  Limited. 
How  a  (.'liild  Olitains  the   Images  Necessary  for  History 

.Study. 

IV.  Tiik  Child's  Normal  Instincts  a.nk  Intkkkhts        .         .       \H 

The  Child's  Communicative  Instinct. 
Dramatic  Iimtinct. 

vU 


VIU  CONTENTS 

CHAPTRr.  PAGE 

The  Value  of  Observing  the  Child's  Responses. 
The  Need  of  Self-expression. 

The  Coiiutry  Child's  Opportunity  for  Expression. 
The  City  Child's  Limitations. 
The  Child  of  the  Professional  Classes. 
Aids  to  the  Discovery  of  the  Normal   In1«rests  of  Chil- 
dren. 

V.     Function  of  Imagination 28 

Importance  of  IMay  Conditioned  by  Imagination. 

Value  of  Imagination  in  Study  of  History. 

The  Percept  the  Basis  for  the  Image. 

Imagination  Classified  according  to  Sense  Type. 

Verbal  Imagination. 

Reproductive  and  Creative  Imagination. 

Criticism  of  Imagination. 

History  and  Fiction. 

Historic  Material  that  Stimulates  the  Imagination. 


PART   TWO 

I.     The  Sand  Tablk  and  its  Uses 41 

A  Means  of  Expressing  Impressions  Gained  from  Every- 
day Experiences. 

A  Measure  of  the  Correctness  of  Conceptions. 

Appeals  to  Instincts  of  Expression,  Constructiveness,  and 
Sociability. 

Develops  Ideas  of  Space  Relations. 

Value  of  Concrete  Instruction. 

11.     Use  of  Pictures  in  Primary  Grades        ....      48 

Value  of  the  Picture  to  the  Child. 

How  to  Select  Pictures. 

How  to  Get  the  Pictures. 

How  to  Use  the  Pictures. 

The  Misuse  or  Abuse  of  Pictures. 


CONTENTS  IX 

OHAPTEB  PAGE 

III.     Construction  Work 56 

Aims  in  Construction  Work. 
Suggestions  concerning  Construction  Work. 
,___^Illustrations  of  Construction  Work. 

ly.     First  Gradk  Work 74 

Teacher's  Outline  for  Grade  One. 
Subject  Matter  for  Grade  One. 

The  Family. 

Individuals  who  Serve  the  Family. 

The  Community. 

Comparison  of  Home  Life  in  City  with  Home  Life 
of  the  Farmer,  the  American  Indian,  the  Eskimo. 
Type  Lessons  for  Grade  One. 

Conversational  Lessons. 

An  Excursion  to  the  Shoe  Store. 

Les.sons  on  Farm  I^ife. 

V.     Second  (trauk  Work 08 

Practical  Suggestions  concerning  I  hi'   Work  of  Grade 

Two. 
Teacher's  Oiitiiin'  of  .Siihjf^ct  Mattf-r  for  Grade  Two. 

Primitive  Man. 

The  Eskimos  of  Arctic  America. 

The  Indians  of  the  United  State.s. 

VI.     Tmiti)  GuAnK   Wouk     ........     13'J 

Teacher's  Outline  of  Subject  Matter  for  (irade  Three. 
Lift'  in  Holland  from  a  Cliild's  I'oint  of  View. 
I.,ife  in  Germany  from  a  Cliilfl's  Point nf  View. 
J..ife  in  -Japan  from  a  CliiM's  Point  of  View. 
F>ife  in  France  froin  a  ('hild's  Point  of  View. 

Vil.        How      f<>    I.NIIioDIW   I       IIkKoI'S    ok     HisToKV     Io    ClIIIlHtKN 

IN     TIIK      TllllMi    (HfAKH',  .  .  .  .  •  .        1  !>S 

The  Story  of  Josejih. 

The  Story  f>f  Ulysses.! 

The  Story  of  Alexander  the  (J real. 

The  niscoveiv  of  Americii  li\  Coiumbus.  ' 


X  CONTENTS 

rHM-TFK  PAOK 

VIII.     The  Celebration  oi    IIolii>ays 253 

The  V^alue  of  Holiday  Celebrations  Summarized. 
Opportunities  for  Comparisons  and  Contrasts. 
The  History  of  Thanksgiving-  Celebrations. 
Prei^ration  for  the  Thanksgiving  Celebration. 
The  Celebration  of  Washington's  Birthday. 

List  of  References 282 

List  of  Publishers 295 

Index 297 


PART    ONE 


I> 


(X- 


Chapter  I 

INTRODUCTION 

A  CHILD  can  see  in  any  person,  object,  social  group,  or 
situation  only  what  his  ])ersonal  exjDerience  brings  the 
power  of  seeing.  When  he  enters  the  first  year  of  the 
primary  department,  he  is  living  in  a  veiy  small  social 
world.     His  interests  are   centered   largely  in  ,     . 

.         ,  Limitations 

the  present  and  m  the  hero  m  the  concrete,  of  Primary 
For   instance,  he   admires    the   carpenter  who  Child's 
saws  and  hammers,   the  man  who  manages  a  Sense  Ex- 

pcricncc* 

boat,  the  motorman  who  controls  a  trolley  car, 

the  policeman,  and  the  expressman  who  brings  packages, 

because  his  sense  experience  has  embraced  the  activities 

in  which  they  are  engaged.     Father  is  his  greatest  hero. 

The   home,    the   street,    and    the    school   constitute   his 

universe. 

It  is  impossible  for  the  child  to  picture  society  of  other 

countries  anrl  f)ther  times  until  he  has  first  learned  to 

observe   the   simple,    conspicuous    elements    in  „ 

,  ...  -1  I     r      1  •  To  Social- 

society  about  hiin.  impossible  for  hmi  to  grasp  j^^  the 

the  significance  of  events  of  the  j)ast  until  he  Child,  the 
has  some   concej)tion   of  organized   society   as  First  step 
it  exists  to-day.     rVmse(|uently,  the  first  step  Teachin/ 
toward  laying  a  foundation  for  the  future  study 
of  history  and  of  other  social  subjects  is  to  deepen  the 
child's  appreciation  of  the  human  relations  with  which  he 
is  already  familiar,  in  other  words,  to  socialize  him. 

1 


2  SOCIALIZING    THE    CHILD 

The  teacher  of  primary  grades  knows  that  in  all  civi- 
lized coniniunitieiif  .we  hav6  division  of  labor,  cooperation 
in  various  forms,  and  regularly  organized  society  so  that 
our  lives  may  become  richer  and  better  than  they  could 
possibly  be  if  each  individual  attempted  to  live  in  isola- 
tion, or  tried  to  supply  all  of  his  own  needs.  She  has 
arrived  at  this  understanding  of  modern  society  in  many 
different  ways  :  through  personal  observation  ;  through 
the  rendering  of  services  to  the  community  ;  through  con- 
versation with  others ;  and  through  the  study  of  history 
and  the  social  sciences.  The  primary  pupil,  however, 
has  no  such  point  of  vantage  from  which  to  view  the  life 
around  him.  No  child  of  this  age  can  grasp  the  far- 
reaching  benefits  of  organized  society,  but  he  can  be  led 
to  appreciate  the  value  of  a  policeman  in  the  concrete 
instance  where  he  helps  the  lost  playmate  to  find  his  way 
home,  or  to  realize  the  service  rendered  by  the  splendid 
fireman  who  saves  a  burning  house.  He  can  understand 
that  there  must  be  some  one  to  turn  the  rope  as  well  as 
some  one  to  jump  over  it,  and  that  a  child  who  wants 
to  choose  every  game  and  to  take  the  best  part  in  each 
deserves  to  have  no  playmates. 

It  is  partly  by  observation,  partly  by  actual  service  in 
the  family,  on  the  street,  in  school,  and  in  the  community 
that  the  child  learns  why  individuals  ''work  together" 
to  accomplish  certain  results.  He  can  be  led 
wkh"^"''^^  to  see  how  the  home  helps  the  school ;  how  the 
Child's  school  helps  the  home ;  how  both  help  the 
Immediate  neighborhood  and  the  town  or  city.  The  first 
m"nT°  three  years  of  school  life  offer  many  opportuni- 
ties for  pupils  to  render  in  the  home,  in  the 
school,  and  in  the  community,  actual  service  appropriate 


INTRODUCTION  3 

to  their  stage  of  development.  The  faithful  perform- 
ance of  such  service  helps  to  develop  in  each  child  a  sense 
of  individual  responsibility  and  leads  him  to  take  the  first 
steps  in  apjjreciating  the  sacrifices  that  have  been  made 
and  the  price  that  has  been  paid  for  the  blessings  and 
privileges  that  others  have  passed  on  to  him. 

This  process  of  socializing  the  child  not  only  gives  the 
background  necessary  for  the  intelligent  study  of  history, 
but  at  the  same  time  trains  for  good  citizenship,  since 
cooperation,  or  union  of  effort  for  the  common  good,  is 
the  very  essence  of  good  government  from  the  democratic 
point  of  view. 

Beginning  with  the  immediate  •  enviromnent  of  the 
home,  the  school,  and  the  town  or  city,  the  woi-k  of  the 
first    three     grades     sliould     gradually    widen  ^^ 

IDC 

the  horizon  of  the  primary  child's   conscious  Gradual 
life.     He  should   be  given  an  idea  of  men  of  Widening 
primitive  times,  how  they  lived  and  what  we  °^  Child's 
owe  to  their  hardihood  and  perseverance.    His 
interest  should  be  awakened  in  boys  and  girls  who  live 
in  places  ver\'  different  from  his  own  countiy,  who  dress 
difT(;rently   and    play  differently.     Stories  of  great   men 
of   other  times,   especial!}'   of   men   connected   with   the 
history  of  (nir  own  country  and  whose  deeds  many  of  our 
holidays  commemorate,  are  a  form  of  history  especially 
adapted  to  the  j)riniar>'  grades. 

This  book  outlines  in  i*art    II  subject  matter  adapted 
to  the  first  three  years  of  sdiool  life.     In   I  lie  summary 
first  year  emphasis  is  placed  on  what,  the  (•liii<l  of  Subject 
can    actually    see,    IoimIi,    iie;ir,    make,   or    do.   Matter  of 
His  observ'ation  is  directed  lo  the  sim])le  social 
and   industrial    relations    in   which    he    lixcs.     His  home 


4  SOCIALIZING    THE    CHILD 

life  is  contrasted  vvitli  the  home  hfe  of  the  In(han  and 
the  Eskimo  to  deepen  his  appreciation  of  his  present 
siirrounchngs. 

The  subject  matter  of  the  second  year  enables  the  child 
to  see  how  people  lived  when  there  were  no  farms,  no 
stores,  no  homes,  no  tools.  He  is  then  gradually  led  to 
see  how  the  elementar}'  phases  of  material  progress  be- 
came possible.  He  learns  what  the  first  tools  of  primi- 
tive man  were  like  ;  what  are  the  advantages  of  fire  ;  how 
animals  were  domesticated,  and  how  crude  were  primitive 
methods  of  transportation  and  burden  bearing. 

In  the  third  year,  the  child  is  introduced  to  some  of  the 
world's  great  leaders  of  long  ago  —  to  Joseph,  Ulysses, 
Alexander  the  Great,  and  Columbus,  for  instance.  These 
are  recommended  by  the  Report  of  the  Committee  of 
Eight  as  suitable  material  for  the  third  grade.  In  ad- 
dition child  life  in  other  lands  is  presented  to  stimulate 
the  child's  sympathy  with  the  nations  from  which  Ameri- 
cans have  come. 

In  all  three  grades  suggestions  are  given  for  celebrating 
national  holidays  so  as  to  make  such  celebrations  a  natural 
outgrowth  of  the  daily  work.  The  type  lessons,  practical 
suggestions,  the  problems  set  and  questions  asked,  should 
prove  stinmlating  to  a  teacher.  The  book  illustrates 
how  instruction  in  elementary  civics  may  be  combined 
with  language,  drawing,  geography,  nature  work,  the 
celebration  of  holidays,  and  the  appreciation  of  some  of 
the  world's  heroes  of  history.  The  child's  independent 
seat  work  is  a  natural  outgrowth  of  the  wholesome  interests 
to  which  the  daily  work  makes  a  strong  appeal,  and  thus 
it  reenforces  the  regular  work. 


Chapter  II 

THE   TEACHER   AND    THE   CHILD 

Only  those  who  know  how  to  play  with  httle  children 
should  attempt  to  teach  in  primary  grades.     Therein  lies 
the  supreme  test  of  one's  abiUty  to  understand 
them.     Can  you  remember  how  as  a  child  you   ^^^^  ^jjjj_ 
played  out  in  the  woods,  or  down  on  the  beach,   dren  a 
or  up  in  the  attic,  or  out  in  a  vacant  lot,  or  up  in  Necessity 
the  hayloft  ?     Have  you  in  your  maturer  years   _?     ^ 
experienced  genuine  pleasure  in  observing  other 
children  playing  in  a  similar  manner  ?     Have  you  sufficient 
comradeshijj  with  children  to  get  yourself  invited  into  their 
inner  circle  away  from  the  older  members  of  the  family? 
Can  you  sit  with  them  as  a  welcome  observer,  givhig  sug- 
gestions and  ci-iticism  only  when  the  children  themselves 
ask  for  them?^   Have  you  that  sincere  respect  for  the 
child's    individuality    and    for    his    genuine    intelligence 
which    ])revents   you    from   using    C(mdescending    "baby 
talk"  when  you  address  a  child,  and  which  restrains  you 
from  showing  an  assumed  liveliness  of  manner  in  dealing 
with  children'.^ Can  you  listeji  to  a  ciiild's  griefs,  wlicii 
others  think  them  of  no  conse(}uence,  with  the  serious 
attention  and  sincerity  whit^h  is  his  proper  due?     Is  it 
easy  for  you  to  show  ccmsideration  for  children  in  ways 
that  they  do  not  resent?     Are  you  careful  not  to  censure 
the   child    pubUcly   for  sj)ontaneous  utterances,  even   it' 


6  SOCIALIZING    THE    CHILD 

they  happen  to  be  contrary  to  the  conventions  of  adult 
society  ?  Do  you  expect  from  a  child  an  unnatural  degree 
of  self-mastery,  and  praise  him  in  public  or  expose  his 
f  aiMngs  ? 

The  primary  teacher  who  can  answer  the  first  four 
questions  in  the  affirmative  knows  far  better  than  any 
verbal  description  can  portray  how  free,  unre- 
Value  of  strained  play  increases  the  child's  capacity  for 
to  a  Child  iii^'Giition,  stimulates  his  imagination,  and  deep- 
ens his  whole  life.  Such  experiences  are  far  bet- 
ter for  his  mental  development  than  any  so-called  children's 
game  which  is  devised  or  promoted  by  mature  persons. 
A  child  plays  most  enjoyably,  most  effectively,  with  a 
few  children  of  his  own  age.  At  such  times  he  has  the 
opportunity  to  think  out  something  of  his  own.  The 
teacher  should  refrain  from  supervising  games  or  direct- 
ing dramatic  personation  unless  the  children  seek  and 
request  help.  Then  the  help  should  come  only  by  way  of 
suggesting  possibilities.  The  invention  should  be  the 
children's  very  own  if  it  is  to  be  of  most  service  to  them 
and  prove  a  real  source  of  joy. 

Play  of  this  free  type  reveals  the  traits  of  character 

and  the  dispositions  of  the  children.     Here,  if  anywhere, 

the  primary   teacher  can  observe  each  child's 

^^^^   ,        treatment  of  his  playmates,  his  inclinations,  his 

Reveals  ,  .       T  .  ,  .  .         . 

Character  ambitions,  his  inventiveness,  his  merits  m 
to  the  various  directions,  and  his  failings.  All  may  be 
Sympa-       discovered  by  the  trained  sympathetic  observer. 

thctic 

Observer     How  much  can  be  seen  will  depend  upon  what 
the  observer   brings  with  her.     The  power  to 
understand  the  inner   nature  of  children  is  evidence  of 
psychological  maturity. 


THE  TEACHER  AND  THE  CHILD  7 

Not  every  one  can  attain  to  this  degree  of  maturity. 
Some  people  are  by  nature  and  training  unfitted  to  inter- 
pret the  actions  of  Uttle  children.     One  such   jj^^ 
t^-pe  of  person  shows  her  deficiency  in  the  lack  of  unsym- 
insight  necessary  to  discover  the  real  causes  for  pathetic 
a  child's  actions  or  behavior.     She  is  unable  to   Observer, 
di.scem  the  various  combinations  of  the  child's  different 
characteristics.     She  may  be,  and  often  is,  a  very  con- 
scientious person  with  a  zealous  fidelity  to  duty  and  the 
best  of  principles.     She  wishes  children  well.     She  wants 
to  do  her  "whole  duty"  by  them,  no  doubt,  but  she  is  so 
utterly  l)lintl  where  child  nature  is  to  be  judged  that  she 
blunders  constantly  in  one  direction  or  another. 

l'\)r  instance,  she  may  see  a  child  observing  his  re- 
flection in  a  mirror.  It  interests  him.  He  is  simply 
trj^ing  to  get  a  doar-cut  impressicm  of  his  own  (,)  x^e 
identity.  But  the  dutiful  adult  says  he  is  vain.  Dutiful 
Or  he  spontaneously  utters  a  judgment,  a  cor-  ^'^"'^ 
rect  one,  too,  based  on  the  evidence  of  his  own  senses 
without  any  thouglit  of  its  relation  to  others, — dis- 
paragement does  not  enter  into  his  thouglit  process  at 
all,  —  and  she  |)ronounc«'s  him  noh.  He  has  (hfliculty 
in  distinguisliing  Ix'tween  the  subjective  and  objective 
worlds  of  his  ex})erience,  and  h<'  makes  statements  which 
to  her  ;i(lull  way  of  looking  at  things  arc  untrue,  so  she 
charges  the  child  with  fdl.schoofl.  Ilis  sense  of  i)rivate 
ownership  in  property  is  undeveloped.  If  he  api)ro- 
jiriates  what  is  accessible,  she  charges  liim  wilh  IIkJI, 
and  is  unnecessarily  alarme(l  about  his  future,  .lust 
imagine  the  effect  of  all  tin-  upon  a  finely  sensitive  child, 
easily  wounded!  Such  a  child  feels  the  slightest  mis- 
tnist,  the  .snwillest  unkindne»,  the  least  act  of  injustice, 


8  SOCIALIZINC.    THE    CHILD 

and  any  contemptuous  ridicule  leaves  upon  him  a  lasting 
impression. 

There  is  still  another  tyi)e  of  woman  who  fails  to  get 
near  the  child  —  the  person  who  ajiproaches  little  chil- 
(■>)  The  ^^^^  ^^^^  pompous  tread,  with  a  cold,  searching 
Pompous  eye,  and  with  a  'Svorld-sufficient-unto-itself " 
Adult.  jjjj.  ghg  inspires  either  hatred  or  fear,  —  the 
two  emotions  which  are  responsible  for  most  of  the 
misery  in  the  world.  Such  a  person  lacks  the  imagination 
to  see  how  her  conduct  affects  little  children,  because 
she  lacks  greatness  of  soul.  It  would  be  utterly  impos- 
sible for  her  to  understand  either  the  joys  or  the  sorrows 
of  the  child's  heart.  Not  unless  she  were  born  again, 
and  the  gods  were  kind  to  her,  could  she  become  sympa- 
thetic with  children  or  fit  to  lead  them. 

The  primary  teacher  must  know  how  to  interpret  chil- 
dren's play,  their  serious  moods,  their  dreams  and  as- 
pirations, their  faults  and  their  dangers.  She  must  know 
how  to  give  indirect  suggestion  and  put  the  child  at  ease. 
Then  she  can  put  new  courage  into  his  heart  by  her  strong, 
kind  words,  or  shed  light  on  his  i)erplexities  by  her  wise 
ones. 

*  A  teacher  will  easily  become  a  favorite  with  children 
if  she  can  tell  with  epic  smoothness  stories  which  have 
^,  been  selected  with  reference  to  their  consistent 

The  . 

Choice  of  objectivity  and  clear  comprehensiveness.  All 
Stories  for  experienced  story-tellers  will  tell  her  to  select  a 
Children.  g^Qjy  ^j^}^  action  in  it.  Stories  full  of  action  — 
great,  good,  heroic  actions  —  and  supernatural  traits  at- 
tract the  child.  He  likes  stories  filled  with  the  richness 
of  power  which  comes  from  life,  embodied  in  concrete 
shape  so  that  it  may  be  sensibly  perceived.     It  is  in  this 


THE  TEACHER  AND  THE  CHILD  9 

roundabout  waj'  that  he  comes  to  understand  emotions 
and  sentiments.  The  child  combines  in  himself  ideal- 
ism and  realism,  and  that  is  the  combination  found  in 
epic  national  poetry.  This  is  why  such  poetry  appeals 
to  him  so  strongly.  He  will  probably  want  to  hear  the 
same  story  innumerable  times,  because  he  has  an  uncon- 
scious need  of  assimilating  thoroughly  that  which  harmo- 
nizes with  his  stage  of  development.  His  imagination  is 
incessantly  creating  and  reconstructing ;  consequently  he 
needs  full,  entire,  and  dee])  impressions  as  material  for 
such  mental  activity. 

The  primary  teacher  must  remember  that  not  all  humor 
appeals  to  children.  A  simple  anecdote  presenting  a 
humorous  situation  doubles  them  up  with  laugh-    ^ 

The 

ter.     But  they  have  no  relish  for  the  ironic  ty]3e   Humor 
of  Immor.     Comic  psychological  stories  about   that  Ap- 
children  seem  stujiid  to  a  child.     He  has  not  the    P^^^^  *° 

,       • .  •  r  ^•r    J.  1  1       Children. 

necessary  maturity  or  ex])erience  ot  lite  to  enable^ 

him   to   appreciate   them.     The   tale   that   will   leave  an 

imj)ressi(m  is  the  tale  full  of  life,  with  action  or  sur])rises, 

siiiij)l('  in  style  without  any  noticeable  moral. 

When  one  can   tell   sucli   stories  exceedingly   well,  one 

will    have   bridged    the   ;^;i|)   between   llie   adnlt    and    the 

ell i Id  and  lia\'e  becoinc  \\(»itli\'  of  his  esteem  and 

,        "  .  Stones  as 

friendship,     'i'lie  teacher's  labor  will   be  lichly    ^  Lj^k 

rewarded  by  additional  joy  in  li\ing,  as  well  as   between 

by   gi-eatiy    incica-ed    power    in    enabling    little    Adult  and 

111  I  II  1  I  •  Child 

cnildreri  to  nn(lerstan<l  t  lieinselves  atnl  lo  nilei- 

pr-et  the  woijd  ;iboiit  I  hem.  She  ulll  liaxc  the  satisfac- 
tion of  learning  thai  the  mental  food  which  is  most 
attracti\'e  to  a  child  i>  abo  for  him  th,-  mo-l  iiomishing. 
She  is  then   well  on   hei'  way  to  a  jnst  comprehension  of 


10  SOCIALIZING    THE    CHILD 

the  conditions  surrounding  child  hfe  and  of  the  funda- 
mental principles  upon  which  all  good  teaching  must  be 
based. 

Such  intimate  understanding  of  children  as  has  just 
been  described  will  give  the  teacher  a  first-hand  knowledge 
that  will  be  of  paramount  importance  in  all  future  work 
related  either  directly  or  indirectly  to  child  development. 
No  treatise  on  child  study  can  be  understood  except  in 
terms  of  one's  experience  with  children.  This  experience 
will  vitalize  what  is  read,  increase  one's  sensitiveness  to 
the  child's  expressive  acts,  and  serve  as  an  index  to  the 
child's  real  nature  and  needs.  It  will  enable  one  to  learn 
much  from  every  child  with  whom  it  is  her  privilege  to 
live,  and  consequently  she  will  be  of  greater  service  to 
children  in  general. 

The  next  step  in  widening  one's  experience  of  children 
is  to  look  at  them  through  the  eyes  of  a  person  who  is 
g    ^  gifted  in  interpreting  their  actions.     This  will 

as  Inter-  E^^^  the  primary  teacher  an  opportunity  to  com- 
preters  of  pare  her  own  insight  with  that  of  another,  and 
Child-  y^ii  suggest  new  ways  of  interpreting  child 
nature.  The  possible  number  of  children  of 
different  types  that  one  may  know  will  be  greatly  in- 
creased by  this  means.  Every  lover  of  children  may 
have  her  sympathies  aroused  by  means  of  a  good  story 
about  children. 

A  clever  story  of  this  type  written  in  the  last  twenty- 
five  years  is  ''Emmy  Lou;  her  Book  and  Heart,"  by 
George  Madden  Martin  (McC^ure,  Phillips  &  Co.,  New 
York,  1902 ;  copyright  now  owned  by  Doubleday,  Page 
and  Co.).  "Emmy  Lou"  is  a  book  of  unusual  charm, 
and  from  a  pedagogical  point  of  view  deserves  a  place  in 


THE  TEACHER  AND  THE  CHILD  11 

the  private  library  of  every  teacher.  It  deals  with 
school  life  from  the  entering  class  to  the  close  of 
the  high-school  course.  The  book  shows  how  many  op- 
portunities the  school  offers  for  indirect  instruction  in 
social  virtues  and  brings  into  clear  view  a  child  who  is 
exceedingly  miserable  because  she  is  not  understood  eithei- 
at  home  or  in  school.  She  is  easily  mystified  and  per- 
plexed and  adapts  herself  to  new  situations  with  great 
difficulty. 

From  the  description  of  Emmy  Lou's  confusion  in 
regard  to  the  meaning  of  words  and  her  distress  in  various 
tr\4ng  social  situations  in  which  she  is  placed,  the  teacher 
can  infer  the  difficulty  that  a  pupil  has  in  studying  history 
in  the  higher  grades  when  the  foundation  has  not  been 
well  laid.  She  will  also  realize  the  child's  sore  need  of 
sympathetic  guidance  by  a  person  who  knows  the  cud 
from  the  beginning.  The  book  will  helji  primary  teachers 
to  appreciate  why  the  primary'  grades  must  prepare  for 
both  the  vocabulary  and  the  ideas  that  are  to  be  used 
later  in  their  study  of  history.  It  shows  that  genuine 
personal  desire,  when  keen,  will  induce  even  an  Eniniy 
Lou  to  put  forth  strenuous  efforts.  The  concrete  elucida- 
tion makes  tlif  reader  feci  the  necessity  of  searching 
diiigcMitly  for  tlie  child's  needs,  and  the  value  of  setting 
definite  eoncrete  problciiis  to  be  worked  out  on  the  snnd 
table,  or  through  some  other  form  of  coust  ruction  work. 
Not  until  the  teaeher  finds  a  motive  for  work  that  makes 
a  strong  a])j)eal  to  the  rliiM  can  slie  hope  to  secure  that 
active,  interested,  concentrated  jittention  which  will 
Htimulate  children  to  jxTsevere  to  the  end  'tf  the  task  f<ir 
the  .sake  of  the  purpose  which  seems  s(t  desirable  to   them. 


Chapter  III 

THE    CHILD'S    EXPERIENCE 

Modern  psychologists  tell  us  that  what  will  interest 
a  child  at  any  stage  in  his  career  will  depend  upon  the 
past  history  of  that  particular  child  and  the 
^^^  ,  nature  of  his  experience.     To  ascertain  how  to 

Experi-  ^^Y  ^  foundation  in  the  primary  grades  for  the 
ence  as  a  study  of  history  and  other  social  subjects,  we 
Basis  for  niust  first  learn  the  character  of  the  experience 
c!^^^^  that  primary  children  have  had,  for  good  peda- 
gogy demands  that  all  instruction  begin  on  their 
plane  of  experience.  The  child's  experiences  are  concrete, 
not  abstract ;  simple,  not  complex ;  immediate,  not  re- 
mote. Consequently,  history  conceived  as  a  record  of 
impersonal  events  with  their  remote  causes  and  effects 
lies  wholly  outside  the  child's  plane  of  experience. 

A  child  of  five  or  six  can  get  no  adequate  sense  of 
chronology.  When  he  enters  school  he  cannot  count 
up  to  one  hundred  and,  of  course,  has  very  little 
Child's  experience  of  intervals  of  time.  He  may  know 
Lack  of  the  difference  between  "yesterday"  and  "  to- 
a  Time  morrow,"  or  at  least  these  can  be  made  compre- 
^"^^"  hensible  to  him.  By  having  his  attention  called 
to  the  repetitions  of  their  occurrence  at  regular  intervals, 
he  can  gain  sense  impressions  of  them.  He  may  know 
that  baby  sister  is  younger  than  he,  and  that  mother  is 
older  than  either.     He  has  heard  the  expression  "a  long 

12 


THE    child's   experience  13 

time  ago,"  in  his  stories,  and  some  day  he  will  ask,  "How 
long  is  'a  long  time  ago'?"  When  he  does,  it  will  be  an 
indication  that  he  has  begun  to  take  an  interest  in  "time." 
That  interest  must  be  fed  and  encouraged,  but  it  cannot 
be  hurried.  The  time  sense  develops  very  slowly  and 
needs  objective  assistance.  When  the  child  has  a  per- 
sonal interest  in  time,  the  teacher  can  help  him  to  expand 
and  enrich  it.  Until  a  child  lias  a  sense  of  the  process  of 
time,  or  of  conscious  intervals  of  time  behind  him,  he  can 
have  no  defimtoJiisioric  cons^ousness. 

Historic  conceptions  rest  upon  the  following :     (1)  the 
sense  of  cause  and  effect ;  (2)  the  sense  of  the  social  unit ; 
(3)  the  sense  of  time  ;  and  (4)  the  sense  of  the 
value  of  a  true  record.     When  these  concepts  Elements 
first  appear  in  the  child's  consciousness,  they  jjigtoi-jg 
are  vague  and  crude  in  form.     All  advance  to-  sense. 
gPthi|Hk.\n3'  one  of  them  may  lead  for  a  time, 
ami  thpii  another,  but  no  one  devel()])s  v^ery  much  more 
rapidly  thai>  the  otiiers.     The  child's  hiterest  in  a  true 
record  and  in  historical  time  is  seldom  strong  before  ten 
years  of  age,  imless  these  elements  of  the  historic  sense 
have  been  stimulated  and  guided  by  careful  instruction. 

Historical  dates  are  understood  by  few  childreii  under 
thirteen.  One  day  (hiring  llic  inoniiiig  (>xercises,  a  child 
in  the  third  grade  who  vohiiiteered  to  tell  his  class  some- 
thing about  (leoi'gc  Washington  luiidc  this  remarkable 
statement  :  "(Icorgc  \\';ishiiigtoii  \v;is  I  lie  first  man 
that  ever  lived."  lie  was  then  asked  by  liis  tcncher  to 
tell  what  made  him  think  so.  His  rc])ly  was,  "  P>cc;iuse 
he  was  first  in  war,  first  in  pcMcc.  ;iii(l  first  in  the  hearts 
of  his  conntrs'mon."  The  reply  shows  tli;it  he  was 
deficient   in  more  tji;in  one  element  of  tlie  iiistoric  sense. 


14  SOCIALIZING    THE    CHILD 

His  classmate  who  added,  ''That  can't  be  true  because 
we  have  a  book  at  home  that  says  (leorge  Washington 
married  a  widow,  so  there  must  have  been  a  man  ahead 
of  him,"  had  a  better  developed  historic  sense.  The 
second  boy  had  gained  the  power  to  infer,  a  capacity  which 
can  be  hastened  by  judicious  training.  However,  the 
expression  "a  book  at  home"  is  not  quite  definite  enough 
to  indicate  that  even  he  appreciates  the  real  nature  of  a 
true  record.  It  is  quite  possible  that  the  first  boy  neither 
knew  nor  cared  ivho  said  "  Washington^as  first  in  war, 
first  in  peace,  and  first  in  the  hearts  of  Ins  countrymen." 
He  probably  did  not  know  when  it  was  said,  under  what 
circumstances  it  was  said,  where  it  was  said,  or  whether 
it  was  true  or  not.  The  second  boy  can  make  some  legit- 
imate inferences,  but  a  statement  in  print  in  a  book  is 
probably  a  true  statement  to  him.  He  has  not  yet  realized 
that  books,  as  well  as  boys,  can  make  inaccura^^^ate- 
ments.  ^^^ 

The  experience  of  a  child  of  six  is  farther*  from  that  of 
a  child  of  ten  or  twelve  than  the  latter's  experience  is 
A  Child'  ^^^^^  that  of  a  youth  of  twenty-one.  When  the 
Under-  adult  student  of  historj^  endeavors  to  gain  an  im- 
standing  pression  of  the  past  that  shall  be  true  not  only  to 
of  Phe-       ijfg^  1^^^  ^^  j-fg  ^Yia^,  has  been  lived  by  real  people 

nomena         •        i    /-    -x         i  i      •  i      •  i  .     , 

Limited  "^  dehmte  places  during  designated  periods  of 
by  his  time,  he  knows  that  the  impression  should  be 
Expen  true  in  feeling,  in  motive,  in  character,  in  pro- 
portion,  and  in  perspective.  Or,  if  he  visits  a 
legislative  body,  he  finds  the  procedure  there  filled  with 
meaning  because  of  the  nature  of  his  experience.  Let 
us  suppose  that  a  primary  child  accompanies  him.  How 
would    the   phenomena   before   his   eyes   impress   him? 


THE    chili's    experience  15 

Would  he  not  be  blind  to  both  the  facts  and  the  factors 
that  enUst  the  closest  attention  of  the  adult?  The  child 
and  the  adult  may  be  looking  at  the  very  same  phenomena, 
but  they  view  them  from  different  planes.  Their  re- 
sponses differ.  The  whole  idea  of  representation  in 
government,  of  passing  a  bill,  of  making  a  motion,  and 
especially  of  controlling  different  sections  of  the  count ly, 
is  something  entirely  outside  of  the  primar>'^  child's  life 
.plane. 

If  we  were  to  analyze  the  nature  of  his  difficulty,  we 
should  find  that  it  is  not  merely  a  matter  of  the  meaning 
of  words,  although  most  of  them  would  be  without 
.significance  to  him.  It  is  a  question  of  complex,  unseen, 
and  unsuspected  relations.  It  is  a  question  of  motives 
affecting  a  large  social  organism  of  which  the  cliikl  has 
little  ap])rehensi()ii.  It  is  a  (juestion  of  gencralizaticms 
for  the  construction  of  whicli  there  are  basal  particulars 
still  unkno\\ii  to  llic  child. 

It  is  quite  evident,  then,  that  the  child's  attitude  toward 
histoiy  (litters  materially  from  thai    of  the   adult.     The 
child  ill  the  primar>'  grades  is  living  in  a  little 
world  of  his  own  which  as  yet  is  (luitc  lacking  in  His  Under- 
perspective  and  in  proportion.     His  critical  .sense  standing  of 

,., ,,       ,         ,  ,     ,         1  •     1  •   ,       •      1  •  •  History 

IH  so  little  devei(»j)e(l  lliat  Ins  Instorical  iniagma-  similarly 

tion  cannot  develop  raj )idly.  He  can  admit  into  Limited, 
his  picture  of  far-away  times  or  distant  sceiu^s 
tlic  familiar  surroimdings  of  his  cNcryday  existence 
without  any  feeling  of  iiicongniity.  Things  of  the  out(!r 
world  gradually  assume  >hape  for  him  nnly  as  he  comes 
to  know  them  thiongh  p<'r>onal  ex|)erience.  Any  at- 
tempt to  force  upon  him  the  abstract,  the  complex,  or 
the  circnitous  will  result  in  failui'e.     He  is  not  ready  for 


16  SOCIALIZING   THE    CHILD 

kn()wledf2;e  in  this  form.  Some  children  enter  the  primary 
grades  without  knowing  the  right  hand  from  the  left. 
They  have  no  conception  of  north  or  south,  east  or  west, 
valley  or  mountain.  Some  do  not  laiow  whether  or  not 
a  book  in  their  hands  is  right  side  up.  They  may  have 
fairly  good  control  of  arms  and  legs,  and  at  the  same 
time  be  so  "pudding-fisted"  that  they  handle  a  pencil 
as  if  it  were  an  unwieldy  club.  Surely  maps  are  out  of 
the  question  for  them,  but  personally  conducted  tours, 
are  in  place.  From  well-conducted  excursions  they  get 
sense  impressions  and  imagery  to  be  used  later  in  repre- 
sentative work. 

The  primary  teacher's  first  aim,  then,  will  be  to  make 
sure  that  the  pupils  under  her  guidance  have  every  op- 
How  a  portunity  to  get  vivid'  sense  impressions  as  a 
Child  Ob-  basis  for  comparisons  and  inferences.  The  pri- 
tains  the  mary  child's  plane  of  life  is  one  of  activity,  not 
mages        reflection.     He  is  more  interested  in  apprecia- 

Necessary       .  ... 

for  tions  of  the  external  and  the  objective  than  in 

History  the  subjective.  He  is  not  given  to  introspec- 
Study.  ^-Qj^  What  he  really  gets  out  of  any  subject  is 
the  images  formed  by  himself,  and  all  imagery  is  made 
out  of  the  raw  material  furnished  by  sense  perception. 
Success  in  history  study  is  dependent  upon  rich,  concrete 
imagery.  Gesture,  pantomime,  and  dramatization  help 
to  secure  imagery  and  to  stimulate  expression.  Con- 
struction work  suited  to  the  child's  stage  of  development 
is  of  great  value  in  helping  the  child  to  gain  clear-cut, 
definite  images.  Pictures,  stories,  and  anecdotes  are  of 
value.  Perception  and  expression  are  closely  related 
in  the  process  of  leaniing  history.  Wh(;n  a  child  enters 
the  primary  school  he  becomes  a  member  of  a  "social 


THE    child's    experience  17 

grou])."     This  new  experience  of  social  life  with  children 
of  his  own  age  and  stage  of  development  furnishes  an 
excellent   basis   for   gaining   ideas   of   "the   social   unit" 
which  is  one  of  the  elements  of  the  historic  sense. 
We  may  conclude  then  : 

1.  That  a  child  can  interpret  only  such  knowledge  as 
touches  closely  his  owii  experience,  and  that  his 
interests  are  largely  in  the  inmiediate  present. 

2.  That  the  material  which  feeds  the  child's  present 
desires  and  illuminates  and  interprets  present  environ- 
ment for  him  is  legitimate  history  to  present  to  the  child 
in  the  })rimar>'  grades. 

3.  That  the  child  is  always  in  direct  contact  with 
present  social  life  at  home  and  in  school,  and  he  can  be- 
come socially  efficient  in  it  only  through  the  exercise  of 
certain  approj)riate  social  activities. 

4.  Tliat  dramatic  expression  should  be  encouraged  in  all 
grades  of  primaiy  work  in  vvvvy  ])()ssible  way.  History 
lends  itself  easily  lo  sucli  treatment,  and  the  value  of 
it  can  scarcely  be  overestimated.  It  devel()])s  the  sym- 
pathetic imagination  and  lays  a  foundation  for  toler- 
ance,, compassion,  charity,  and  a  genuine  a})])re('iati()ii 
of  humanity.  It  stimulates  a  desire  to  emulate  the  heroic 
and  the  nol)l('  in  human  conduct. 

").  That  we  sliould  in  piiiiiary  work  avoid  depending 
upon  interests  rooted  in  time  and  s])ace  until  concepts 
of  time  and  i)lacc  have  been  develoi)ed  ))y  school  instruc- 
tion. 


Chapter  IV 

THE    CHILD'S    NORMAL    INSTINCTS   AND    INTERESTS 

The  teacher  in  the  primary  grades  must  take  advan- 
tage of  the  child's  desire  for  intercourse  with  others,  or 
his  communicative  instinct.     He  wants  to  talk  to 

The 

Child's  parents  and  grandparents,  to  uncles  and  aunts, 
Commu-  to  brothers  and  sisters  and  playmates,  to  his 
nicative       nurse  and  to  his  teacher.     He  wants  to  tell  them 

what  he  has  done,  what  he  has  seen,  what  he  has 
felt  and  thought ;  and  he  wants  them  to  tell  him  not  only 
their  own  experiences,  but  also  what  other  persons  have 
done,  in  other  times  and  in  other  countries.  He  desires 
intercourse  with  other  lives.  If  this  communicative 
instinct  is  to  make  healthy  growth,  the  balance  between 
the  two  desires,  to  talk  and  to  listen,  must  be  well  main- 
tained. The  teacher  should  give  the  child  plenty  of 
wholesome  things  to  talk  about  and  should  systemati- 
cally encourage  free  conversation. 

The  teacher  should  also  take  advantage  of  the  child's 
desire  to  identify  his  life  with  the  lives  of  other  people, 

or  other  living  things.  In  his  play  he  is  fre- 
Dramatic     q^gJ^^|y  pretending  to  be  some  grown-up  person 

of  his  ac(iuaintance,  some  hero  of  history,  some 
traveler,  some  adventurer,  some  giant,  dwarf,  or  fairy,  or 
some  animal,  wild  or  tame.  He  enjoys  having  playmates, 
but,  if  they  are  not  present,  then  a  doll  or  a  toy  animal 

18 


THE    child's    normal    INSTINCTS    AND    INTERESTS       19 

must  for  the  time  being  become  endowed  with  Ufe  and 
assume  the  part  of  playmate,  and  thus  become  his  fellow 
actor.  This  is  a  manifestation  of  the  dramatic  instinct. 
As  the  child  indulges  these  natural  instincts,  he  goes  out 
of  himself  by  means  of  sympathy  and  imagination  and 
participates  in  the  lives  of  others.  When  the  primary 
teacher  of  history  tells  the  chiklren  about  people  of  other 
times  and  in  other  lands,  she  must  give  them  abundant 
opportunity  for  acting  out  what  they  are  learning.  No 
matter  how  crude  the  histrionic  efforts  may  be  at  first, 
the  children  will  gain  from  them  a  vital  interest  in  the 
subject  dramatized. 

The<  teacher's  clue  as  to  the  pupil's  attitude  toward 
any  material  presented  for  his  instruction,  is  the  nature 
of  that  pupil's  response.     She  must  endeavor  to 
learn  from  the  character  of  his  response  what  the  „  ^^^   ^ 
pupil's  individual  activities  mean  to  himself  in   observ- 
terms  of  his  own  mental  endowment,  so  that  she  ing  the 
may  give  him  intelligent  and  sympathetic  guid-   ^^'^'^  ^ 
ance  in  enriching  liis  experience  and  in  causing 
it   to   become  more  adequate  to  the  situations 
of  real  life.     She  must  strive  to  discover  both  the  sentiment 
and  the  intellect  of  the  child  in  his  own  expressive  acts,  so 
as  to  secure  a  vantage  ground   for  suc(ressful   teaching. 
Even  a  teacher  who  is  (juite  inexperi(!nced  in  ()})serviiig 
young  children  can  readily  see  that    noinial  chihhcii   Hke 
to  talk  and  listen  ;  to  act  out  or  iiiukc  believe;  t<>  diaw, 
paint,  and  model;  to  dance  and  sing;  1o  know    the  why 
and  the  how  of  things  ;  to  construct  things.     Tlic  primary 
teacher's  succe.ss  depends   in  .'i   large  measure    upon    the 
way  she  fosters  and  encourages  the  growth  of  desirable 
instincts  and  intere.sts. 


20  SOCIALIZING    THE    CTTILD 

Such  instincts  manifest  themselves  in  various  ways, 
but  chiefly  in  wliat  is  commonly  called  "children's  play." 
The  Need  Every  experienced  teacher  knows  that  a  child's 
of  Self-  pl(i!J  is  for  him  a  very  serious  occupation.  ( 'onse- 
expres-  quently,  the  wise  primary  teacher  models  the 
^'°"'  work  of  the  school  as  much  as  possible  on  the 

lines  which  children  spontaneously  follow  when  at  play. 
If  a  child  is  to  grow,  it  must  be  by  his  own  efforts.  No 
one  can  exercise  his  limbs  except  himself.  Unless  he 
does  it  himself,  it  can  never  be  done.  In  a  similar  way 
his  own  exertions  develop  his  mental  and  spiritual  powers. 
Consequently,  the  habit  of  doing  things  foi-  himself  by 
himself,  of  expressing  himself,  must  be  built  up.  The 
child  needs  to  become  accustomed  to  sincere,  fearless 
self-expression. 

When   a   child's   natural   instincts  are  suppressed,  his 
wholesome  development  is  retarded.     The  country  child 
is,  as  a  rule,  pennitted  to  yell,  to  pound,  to  ham- 
^^^  mer,  to  run,  to  jump,  and  to  dance,  because  he 

Child's        ^^y  ^o  ^11  these  things  without  interfering  with 
Oppor-        the  comfort  or  convenience  of  neighbors.     He 
tunity  for     ^^^  easily  come  into  close  quarters  with  field 
^^^^^        and  stream  and  forest.     He  can  play  on  the 

sion.  ^      "^ 

grass  and  pick  flowers  and  berries  and  nuts.  His 
playgrounds  are  as  large  and  as  varied  as  he  chooses  to 
make  them.  If  he  is  brought  up  in  humble  surroundings, 
he  is  trained  in  assuming  responsibilities  and  in  obeying 
promptly.  He  will  probably  really  enjoy  work  of  a 
practical  nature  before  he  enters  school. 

The  city  child  brought  up  in  a  crowded  tenement  or 
poorly  constructed  flat  has  no  such  opportunities.  His 
playground  may  be  on  top  of  mother's  bed  or  under  it,  or 


THE    child's    normal    INSTINCTS   AND    INTERESTS      21 

in  the   back   alley  where   the  garbage  is    placed.      He 

seldom  knows  what    would   happen  were  he  to  scream 

with  all  his  might  because  the  rights  of  neighbors  must 

be  considered.     The  delights  of  pounding,  of 
....  .  The 

hammering,  or  jumping   or   running,   or   even   ^j^y 
dancing  are  seldom  sufficiently  familiar  to  per-  Child's 
mit  nonnal  development.    His  natural  instincts  Limita- 
are    suppressed    daily,    and    consequently    his 
wholesome  growth  is  retarded.     If  he  has  one  i-oom  in 
which  he  may  play,  or  even  a  sand  pile,  he  is  fortunate. 
His  opportunities  for  genuine  chikUsh  fun  and  frolic  are 
too    Umited    to    pennit    his   full,    free    development.     In 
such  cases  the  school  should  supplement  the  home  and 
give  the  child,  so  far  as  possible,  wliat  liis  interests  crave. 
The    chil(h'en    of    the    well-to-do,    professional    classes 
usually  hear  good  language  in  their  homes  and  see  models 
of  good  art  on  the  floors  and  walls  of  their  own 
residences.     Such  a  cliild   has  the  privilege  of  c^ild  of 
listening  to  good  stories  and  good  music.     lie  the  Pro- 
gives  parties  and  attends  parties.     lie  spends  a  Sessional 
portion  of  the  summer  at  the  seashore  or-  the 
mountains  with  intelligent  adults  who  delight  in  directing 
his  observations,  so  as  to  help  him  to  get  some  idea  of 
place    relations.     He    has   many    op|)ort unities    to    learn 
how  to  be  polite  .'ind  coui'teous  in  nianner.       His  intei'ests 
ought    to  be  wider  and   his  \'ocabn1.'ti'V  lai'gei'  than  those 
of  the  otiiei'  chiUien  (ie--ciil)e(i  abo\-e.      in  ulial  direct  ion 
will    his    siioit comings    lie?      lias    his    dex-elopmeni    been 
retarded  in  any  way?      I  >oes  he  want   to  (ind  (miI    things 
for     himself      Is     he     inventix'e?      Is     he     peiseveiing? 
How   abiHit    his  sense  of  responsibility?      I>   he   selfish? 
Is  he  domineering?     Will    he   (»bey   instantly?     Or  will 


22  SOCIALIZING   THE    CHILD 

he  come  after  a  while?  What  can  he  make,  cut  out,  or 
saw,  or  act  out?  Can  he  use  hammers  with  ease?  Of 
course  good  food  has  been  provided  for  him,  but  has  he 
assimilated  nourishment  from  it?  Or  is  he  anemic? 
Wliat  kind  of  muscles  has  he  ? 

Some  such  inventory  as  the  above  each  teacher  must 
make  for  herself  and  govern  her  procedure  by  what  she 
learns,  because  physical  endurance,  muscular  strength, 
nervous  control,  general  intelligence,  imagination,  and 
receptivity,  all  help  to  determine  what  should  be  done 
next  and  what  should  be  avoided.!  Unless  a  child  can 
be  induced  to  choose  a  task  and  concentrate  his  attention 
upon  it  and  keep  at  it  until  it  is  completed,  there  is  little 
chance  for  healthy  growth. 

It  is  natural  for  an  individual  to  be  dominated  at  dif- 
ferent times  by  quite  different  impulses  and  ideas,  but 
Value  of  unless  each  stage  prepares  for  the  next,  there  is 
Adequate  a  loss  of  efficiency.  When  the  fullest  develop- 
Seif-ex-  ment  of  the  personality  at  each  stage  is  hindered, 
pression.  ^^^  consequeiices  may  be  serious.  Any  impulse 
that  is  not  given  some  sort  of  outlet  or  replaced  by  an- 
other may  result  in  hysteria,  diseased  will,  insanity,  etc. 
Interests  are  mental  states  closely  identified  with  per- 
sonal development.  \  The  abnonnal  mind  and  the  un- 
healthy mind  may  result  from  too  much  seclusion.  ^They 
may  be  due  to  allowing  one  idea  or  passion  to  rule.  ((Varied 
interests  and  a  social  environment  accelerate  wholesome 
growtn.  Find  out  what  the  child's  needs  are,  in  what 
direction  real  growth  needs  to  be  made,  and  stinmlate 
him  to  choose  pi-oblems  that  will  lead  to  that  end. 

To  work  vigorously,  to  do  well  whatever  he  or  she 
undertakes,  is  what  brings  real  joy  and  real  growth  to  a 


THE    child's    normal    INSTINCTS    AND    INTERESTS      23 

child.     Ill  finding  out  what  are  the  normal  interests  of 
a  child  at  any  given  stage  in  his  development,   ^j^g  ^^ 
which  are   ripening,    which   are  declining,  the  the  Dis- 
inexperienced  teacher  can  gain  assistance  from  covery  of 
the  written  records  of  other  observers,  such  as  ^^ 

'  Normal 

Mrs.  W.  S.  Hall,  :Milicent  W.  Shinn,  W.  Preyer,   interests 
Earl  Barnes,  and  G.  Stanley  Hall.     She  can  also   of 
gain  much  from  experienced  interpreters  of  child       '   ^^^' 
life ;  e.g.   John  Dewey,  James  Sully,  Irving  King,  Edwin 
A.  Kirkpatrick. 

The  following  tabulation  of  children's  interests  is 
based  on  King's  interpretation  of  "Studies  of  Children's 
Interests"  made  by  careful  observers.  It  is  given  here 
in  the  hope  that  it  may  serve  to  impress  upon  the  mind 
of  the  primary  teacher  that  the  activities  of  each  stage 
of  childhood  make  possible  the  activities  of  later  stages, 
and  really  condition  the  a(le(|uate  j^erformance  of  tlie 
functions  of  maturity.  The  tabulation  sets  before  us  a 
general  view  of  the  possible  natural  resources  of  childroii 
between  the  ages  of  two  and  li.ilf  mikI  twelve  years.  It 
may  help  the  primary  teacher  to  secure  a  standard  l)y 
which  to  detennine  the  possible  needs  of  children  This 
experience  f)f  fellow  teachers  and  of  competent  obs(M"\'(M's 
of  chil(h-eii  ciii  only  point  out  what  to  exjXH't ,  or  what 
may  be  theic  Notliintr  less  than  the  histoi-y  of  each 
child  and  the  nature  of  his  experience  can  deteriniiu; 
what  actually  interests  him  here  and  now  .  (  'onseciuently, 
the  teaciier  must  ex|)loi-e  the  contetits  of  the  minds  of 
the  children  who  compose  her  class  before  she  can  deter- 
mine what  does  really  inlerot  thi'in  ami  in  that  way 
secure  a  point  of  contact  with  their  minds. 


24  SOCIALIZING    THE    CHILD 


A   TABULATION   OF   THE   INTERESTS   OF   CHILDREN 

I.   First  Period  of  Childhood  (from  two  and  one  half  years  to  six  or 
seven  years). 

A.  Distinctively  a  play  period. 

1.  Child  at  firet  does  not  differentiate  self  from  activity  and 

the  object  or  objects  that  occasion  the  experience.     This 

is  impulsive  expenditure  of  energy. 
a.  Mere  activity  is  of  al)sorbing  interest. 
h.  Activities  are  more  real  than  the  objects  which  sug- 
gested them. 

2.  Possibility  of  play  as  distinct  from  mere  impulsive  activity 

due  to  growth  of  an  image  abstracted  from  the  activity. 
a.  Questioning  ag(5  begins. 

h.  Child  has  strong  interest  in  the  real  experiences  of  world 
immediately  about  him. 

c.  He  is  interested  in  the  mytli,  jjecause  it  lu^lps  him   to 

interpret  the  situations  in  which  he  is  placed. 

d.  He  is  interested  in  mimic  plays  and  reproductions  of 

simple  social  activities. 

B.  Tendency  to  run  away. 

1.  Tendency  from  the  age  of  two  to  four  seems  to  be  aimless, 

no   consciousness   of   danger.     The   activity   is   almost 
reflex. 

2.  Tendency  from  the  age  of  four  to  seven  seems  to  be  due 

to  a  feeling  of  restlessness  and  a  craving  to  rove  and  to 
escape  the  unpleasant. 

C.  Characteristics  of  games  ])layed  between  ages  of  three  and  six. 

1.  They  are  rarely  spontaneous. 

2.  They  tend  to  be  individual  but  not  competitive. 

3.  At  about  six  years  of  age,  amusements  begin  to  center 

about  objects   serving  as   means   to  arouse   impulsive 

Note.  —  This  tabulation  is  based  upon  the  discussion  of  children's 
interests  in  "The  Psychology  of  Cliild  Development"  by  Irving  King, 
University  of  Chicago  Press,  Chicago,  III.,  1903,  and  is  made  with  his 
permission. 


THE    child's   normal    INSTINCTS    AND    INTERESTS      25 

action  —  the  objects  used  symbolically.     Imitative  games 
appeal  strongly  to  the  child  of  six,  and  more  strongly 
to  girls  than  to  boys. 
4.  Between  the  ages  of  six  and  eight  the  interest  in  guessing 
games  and  riddles  is  strongest. 

D.  Collecting  instinct  weak. 

1 .  Articles    collected    are    easy    of    access  —  spools,    broken 

china,  etc. 

2.  There  is  no  definite  purpose  —  crude,  groping,  scrappy. 

E.  Degree  of  control. 

1.  Child  of  four  or  five  is  master  of  certain  motor  reactions 

and  sense  adjustments. 

2.  As  a  rule,  he  is  fairly  well  adjusted    to    the    requirements 

of  hLs  own  social  group. 

3.  He   is   master  only  of   the   larger  bodily  movements,  — 

finer  adjustments  not  yet  ar(|uired. 

4.  Pijwer  of  attention  is  uncertain.     Tiie  imagery  is  Hitting. 

Attention  within  the  limits  of  a  given  image  constant 
but  interrupted  by  constant  change  of  images. 

5.  He  has  little  grasp  of  an  activity  as  a  whole  or  as  related 

to  its  setting.     To  a  child  at  this  stage  one  detail  or 
.salient  feature  is  emphasized. 
Illmiration: 

To  shoe  horses  is  blacksniithiiig. 
To  wash  dishes  is  liousekeepiiig. 
('».   At   the  age  of  six  or  seven  he  readies  a   transition  stage. 
He  comes  into  a  broader  and  more  confusing  environ- 
ment. 

II.    Second    Period    of    Childhood    (from    six    or    seven    years    to    ten 
years). 

,1.   A  jM-rifid  of  bewilderment  and  lack  of  adjustment. 

I.  ("Iiild's  energy  may  be  largely  consumed  in  ctlectinu  liner 
motor  adjustments. 
'/.   ('Iiild's  inlere.sl   in  ilel;iils  lie^ins. 

h.   The  element  of  skill  is  now  .seen  t^»  have  importance. 
c.     riie  element  of  sueress  has  value  for  him. 


26 


SOCIALIZING   THE    CHILD 


3. 


2.  Keynote  of  the  period  seems  to  be  an  effort  to  get  control 
or  mastery  not  of  self  but  of  his  objective  environment. 

a.  Interest  in  stirring  biographies. 

b.  Interest  in  stirring  events. 

c.  Desire  to  be  a  soldier  to  fight  for  country. 

B.  Tendency  to  run  away  during  this  period  due  to : 

1.  His  impatience  under  restraint. 

2.  The  fact  that  his  home  life  seems  to  him  to  be  unresponsive 

to  his  needs. 

C.  Games  of  this  period. 

1.  They  are  still  exclusively  individual,  but  the  element  of 

competition  enters. 

2.  Significant  features  of  the  games  of  this  period  are : 

a.  Motor  coordinations. 

b.  Exercise  in  sense  judgments. 
Imitative  games  still  have  interest  for  boys  up  to  the 

age  of  ten. 
Imitative  games  still  have  interest  for  girls  up  to  tlie 

age  of  eleven. 
Group  games  have  only  limited  interest  until  the  age  of  ten. 
Interest  in  running  games  is  high  with  boys. 
Interest  in  running  games  with  girls  is  only  slight  at 

any  time,  and  declines  rapidly  after  eight. 

D.  Collecting  instinct  much  as  in  previous  period. 

1.  No  definite  attempt  at  cla.ssification. 

2.  No  great  sacrifice  made  to  procure  specimens. 

E.  Degree  of  control. 

1 .  Coordinations  are  not  definitely  worked  out  as  seen  in : 

a.  Child's  reluctance  to  undertake  what  will  not  be  plainly 

successful. 

b.  Great  increase  in  error  in  mental  work  at  the  age  of  eight. 

c.  Child's  distrust  of  self  and  diffidence. 

2.  Child's  horizon  has  widened. 

a.  Boys  are  interested  in  more  games  than  formerly  and 

less  eager  t(j  follow  the  father's  occupation. 
6.  Most  girls  wish  to  be  teachers  or  dressmakers. 


THE    child's   NORxMAL   INSTINCTS   AND    INTERESTS      27 

III.    Third  Period  of  Childhood  (from  ten  years  to  twelve  years). 

.1.  The   formation   of  (•lul)s  and   secret  societies  a   preeminent 
characteristic  of  tliis  period. 

1.  Strong  interest  hi  athletic  clubs. 

2.  Great  eagerness  for  adventure  —  predatory  clubs. 

3.  Tendency  in  girls  to  become  gregarious  and  form  themselves 

into  cliques  or  sets. 

4.  Definite  appearance  of  altruistic  feeling. 

B.  Characteristics  of  the  games  of  this  period. 

1.  The  favorite  games  of  this  period  afford  the  most  vigorous 

activity  for  the  whole  body  and  give  scope  and  depth 
to  prexnous  coordinations. 

2.  The  group  game  is  prominent  now. 

3.  The  boy  glories  in  the  success  of  the  team  or  of  the  club 

rather  than  in  his  individual  prowess. 

C.  Collecting  instinct  far  greater  than  in  either  of  the  preceding 

periods. 

1.  Stores  are  increa.sed  l)y  discovery  and  trading. 

2.  Efforts  to  cla.s.sify  on  basis  of  color  and  size  arc  made ; 

no  attempt  at  scientific  classification. 

D.  Degree  of  control. 

1.  Rapid  flecrea.se  of  error  in  mental  tests  at  twelve  shows  a 

notable  gain  in  \irihty  of  mind  over  the  child  at  eight. 

2.  The  coordinations  on  the  intellectual  si(h'  at  twelve  and 

fliirteen   correspond    to   those  on    the    physical    side   at 
or  before  t<!ti. 

3.  The  intellectual  int<'resl  in  puzzles  culminates  at  twiilve. 
a.  Me<;hanical  puzzles  are  the  favorites  at  eleven. 

h.  Cleometrical    puzzles   are    the   favorites   at   twelve   and 

(hirtc'-n. 
r.    AritliMielical  anil  l.inguage  puzzles  come  later. 

4.  Markcfl  su.sc(;ptibility  to  influence  of  others  a|)pears. 

a.  Chilfl'H  HUHcnjjtibility  to  evil   influences  i.s  grent^st  at 

twelve. 

b.  Child    mistru.->ls    his    own    jKtwers    because    the    .social 

situation  seems  Ux)  complex  for  him  to  control. 


Chapter  V 

FUNCTION    OF    IMAGINATION 

A  KNOWLEDGE  of  the  elements  of  psycholoj^y  is  neces- 
sary to  enable  a  teacher  to  select  suitable  history  material 
for  children's  study  or  to  choose  wisely  the  mode 
t^ce  of  *^^  ^^^  presentation.  Attention  has  been  called  to 
Play  Con-  the  necessity  of  a  sympathetic  knowledge  of 
ditioned  child  life.  Child  psychology  and  child  study 
y  magi-     \^^yq  been  reviewed  for  the  purpose  of  impressine; 

nation.  -ii  i-  ii 

upon  the  mind  the  predommant  mental  char- 
acteristics of  the  child  at  each  stage  of  the  elementary 
course.  The  teacher  has  learned  that  the  child  enters 
school  in  what  is  known  as  the  play  stage  of  his  develop- 
ment, and  that  his  play  serves  as  an  index  of  certain 
interests,  capacities,  and  even  epochs  of  development  or 
stages  of  growth.  The  importance  of  the  child's  play  is 
conditioned  largely  by  the  share  the  imagination  has  in  it. 
Consecjuently,  the  teacher's  first  problem  is  to  find  history 
material  or  material  from  other  social  fields  which  will 
enrich  the  pupil's  imagination,  lay  a  foundation  for  the 
future  study  of  history,  and  enlarge  his  personality. 

The  externals  of  history,  such  as  pageants,  roadmaking, 
houses,  scenes  or  explorations,  clothing,  and  amusements, 
can  be  vividlyM^^produced  by  the  mental  processes  of  a 
child  of  eight  or  nine.  Such  a  reproduction,  however,  is 
possible  only  when  the  senses  and  the  memory  of  the 
learner  are  adequately  trained  to  furnish   the  necessary 

28 


FUNCTION    OF   IMAGINATION  29 

material  out  of  which  the  hnagination  can  construct  the 
pictures.     If  such  sthnuhis  is  not  offered  in   the  early 
years  of  a  child's  school  life,  his  power  to  ap- 
preciate    history    later     is    greatly    impaired,   imagina- 
WTien  the  upper-grade  pupil  begins  to  reflect,   tion  in 
to  trace  relations,  to  compare,  to  contrast,  to   ^*"^y  °^ 
pass  judgment,  the  value  of  each  mental  pro-      *^     ^' 
cess  will  depend  largely  upon  the  accuracy  with  which  his 
imagination  can  revive  the  pictured  scene. 

The  development  of  a  child's  miagination  is  prhnarily 
an  education   of  perception.     To   gain   clear  antl   vivid 
images  he  must  first  possess  accurate  and  vivitl   ^^^  ^^^ 
percepts,  for  the  image  is  evolved  from  the  per-  (.gpt  the 
cept.     Every  image,  however  vague,   contains  Basis  for 
sense  elements  and  must    therefore  be  condi-  *^^ 

,  ,         ,  .        .  f.  ,  Image. 

tioned  by  the  excitation  of  sense  centers. 

P.sychologists  have  called  our  attention  to  individual 

differences  in   imagination.     There   is   no  oiio  particular 

in  which  iiidivi<iuals  ditTer  more  than  in  the  |)i('- 

...  .  c    ii     •      ■  ■4-  \t        Imagina- 

vailinc  sen.se  tvi)e  ol   their  nnaginations.     nc-  ^. 

"  '  '  tion        n 

cau.se  of  the  diversity  shown  by  both  introsj^ec-   classified 

tion  and'  experiment,  the  concrete  imagination   according 

of  different  individuals  may  be  classified  on  the  *"  ^^"^'^ 

.  Type. 

basis  of  the  prevailing  .sen.se  order  in  tlic  con- 
tent of  iniagination.  One's  concictf  inia;iin;it  ion  may 
belong  to  any  .sense  order,  but  it  is  in  tlic  main  eitlici- 
(Ij  visual,  that  is,  tlie  imagery  is  based  on  sens(>  of  sight, 
(2)  anditonj,  based  on  sense  of  hearing,  i'A)  innlor,  based 
on  .sen.se  of  muscular  exertion,  (4)  IdcHlr,  based  on  dermal 
Hen.ses.  or  (5)  mixed,  sometimes  eallefj  iiornidl,  which 
includes  elements  from  some  (tr  all  of  the  others. 

(1)    Visual  type.     Each  person's  type  of  mind  is  largely 


30  SOClALIZIN(i    THE    CHILD 

determined  by  the  character  of  the  images  which  pre- 
dominate therein.  In  the  opinion  of  those  who  have 
investigated  most  thoroughly,  the  visual  type  is  the  type 
to  which  the  majority  of  people  belong.  Visual  images 
predominate  in  their  thinking.  George  Sand  was  a 
good  visualizer  in  mature  life.  As  a  child  her  imagina- 
tion was  fertile,  and  it  is  well  described  by  Sully  in  his 
studies  of  childhood.  The  painter  Dore  was  a  good 
visualizer.  Many  famous  painters,  sculptors,  architects, 
and  inventors  belong  to  this  class.  Some  well-dressed 
women  and  milliners  have  imagery  of  this  character. 
On  the  other  hand,  some  eminent  painters  and  sculptors 
claim  that  they  belong  to  the  motor  type  and  that  tactile 
images  are  utilized  by  them.  Their  images  are  of  the 
motions  necessary  to  produce  the  figure  or  the  statue, 
and  while  they  recognize  both  colors  and  form  readily, 
they  are  not  able  to  imagine  them. 

(2)  Auditory  type.  The  auditory  type  is  less  common 
than  the  visual.  Many  musicians  belong  to  this  type. 
The  concrete  auditory  imagination  belongs  in  some 
degree,  however,  to  all  who  can  recall  voices  and  melo- 
dies. The  auditory  type  is  frequently  combined  closely 
with  imagery  of  the  motor-tactual  sort.  It  seems  to 
have  been  so  combined  in  the  great  Beethoven,  who  com- 
posed his  symphonies  when  unable  to  hear  a  single  note. 

(3)  Motor  type.  In  the  motor  type  images  of  move- 
ment predominate.  All  of  us  depend  largely  upon  motor 
images.  Probably  the  blind  deaf-mutes  and  the  blind 
are  especially  dependent  on  such  images,  but  they  also 
make  use  of  tactile  images.  Laura  Bridgman  and  Helen 
Keller  are  often  cited  as  examples  of  the  tactile-motor  type 
of  imagination. 


FUNCTION    OF    IMAGINATION  '31 

(4)  Tactiles  are  those  who  reproduce  in  imagination 
impressions  from  the  dermal  senses.  Most  people  can 
reproduce  hnages  of  touch  with  some  degree  of  vividness, 
the  feel  of  velvet,  the  feel  of  dough  or  putty,  of  a  polished 
or  a  rough  surface.  A  blind  person's  sense  of  touch  is 
keener  in  some  respects  than  that  of  one  who  can  see. 
This  type  of  imagery  is  usually  combined  closely  with 
motor  imagery. 

Allied  to  images  of  movement  and  touch  are  images 
of  pressure  and  of  smell  and  taste.  The  most  significant 
pressure  images  are  those  of  internal  pressure  occasioned 
by  bodily  movement,  such  as  the  image  of  the  feeling  of 
.shortened  breath  in  wheeling  a  bicycle  up  hill.  Smell 
and  taste  images  are  not  so  frequent.  Some  psycholo- 
gists say  there  are  im  such  images,  but  on  the  other  hand, 
some  intelligent  persons  maintain  that  they  are  conscious 
of  odors  such  as  the  smell  of  tar.  or  burning  sulphur,  or 
furnace  gas,  or  mignonette,  or  sj)ices  and  mixed  per- 
fumes when  al)sorl)ed  in  imagining  certain  scenes  or 
situations. 

(5)  The  mixed  lijpe  is  sometimes  called  the  normal 
type.  This  is  the  foiin  nf  imagination  in  wliicli  several 
sense  types  are  ('oinbine*!,  no  one  of  tlicni  IxMng  especially 
prominent.  A  good  iliuslcation  of  this  is  the  manner 
in  u'liicli  one  icprodiiccs  in  his  iniaiiinal  ion  an  alumni 
dinner,  or  a  connncncement,  or  a  reception,  or  a  small 
dinner  party,  imagery  of  several  sense  types  coml»in(! 
for  most  of  us  while  the  .scene  is  being  repnxluced.  There 
are  the  combination  sounds  of  laughter,  <»f  nuisic,  of  con- 
yprsation.  There  are  the  colors  of  the  dresses,  of  the 
decorations,  (»f  the  china,  of  the  fruit,  of  the  favors;  the 
odor  of  flowers  and  food,  and  possibly  tiie  feel  of  cut  gla.ss, 


32  SOCIALIZING    THE    CHILD 

soft  damask,  or  delicate  china.  Many  distinguished  men 
of  history  had  imagination  of  this  sort.  The  era  of  the 
Renaissance  alone  abounds  in  numerous  illustrations, 
such  as  Alberti,  Verrochio,  Leonardo  da  Vinci,  Benvenuto 
Cellini,  and  Michael  Angelo,  "the  man  of  four  souls,"  — 
sculptor,  architect,  painter,  and  poet. 

Contrasted  with  this  concrete  imagination,  that  is,  the 
imagination  of  objects,  scenes,  and  events,  we  have 
Verbal  verbal  or  symbolic  imagination.  It  is  well  for 
imagina-  primary  teachers  to  emphasize  in  their  minds 
*^°°-  the  fact  that  words  are  only  conventional  symbols. 

Experienced  teachers  often  find  that  word  images  have 
taken  the  place  of  what  should  be  a  rich  experience  with 
young  children.  They  are  able  to  make  a  verbal  report 
in  history  because  they  remember  the  words  as  they  ap- 
peared on  the  page  of  their  history  book,  or  as  they  have 
heard  them  from  the  teacher's  lips.  But  the  words  are 
quite  meaningless  to  them  and  do  not  call  up  images 
that  either  feast  the  eye  or  delight  the  ear.  This  is  an 
artificial  state  of  affairs  which  impoverishes  the  child's 
experience.  Nothing  worth  while  can  be  done  in  study- 
ing history  unless  the  pupils  can  have  the  concrete  images 
that  the  language  of  the  teacher,  or  the  child,  or  the  text 
suggests. 

There  are  various  types  of  verbal  or  symbolic  imagina- 
tion also  depending  upon  the  predominating  type  of 
imagery,  so  that  we  have  : 

1.  Visual  verbal  imagery. 

2.  Auditory  verbal  imagery. 

3.  Motor  verbal  imagery. 

4.  Tactile  verbal  imagery. 

5.  Mixed  verbal  imagery. 


FUNCTION    OF   IMAGINATION  33 

As  illustrations  of  these  forms  of  imagination,  outside 
the  schoolroom,  we  have  the  orator  who  sees  his  manu- 
script in  his  mind's  eye  when  he  is  delivering  his  Types  of 
oration  \\'ithout  manuscript ;  the  minister  who  Verbal 
can  see  his  written  sermon  in  the  same  way ;  imagina- 
and  the  musician  who  can  see  in  his  mind's  eye  ^°" 
the  score.  These  are  all  type^of  visual  verbal,  or  symbolic 
imagination.  Pla\^vrights  tell  us  that  when  writing  tiie 
parts  of  a  play  they  can  hear  the  actor's  voice  in  each 
phrase.  The  poet,  who  suits  his  words  to  sound,  hnages 
the  words  as  heard  when  he  writes.  Sometimes  one  hears 
again,  as  it  were,  one's  own  words  or  those  of  another. 
This  is  auditory  verbal  imagination.  Or  one  may  im- 
agine the  movement  of  the  lips  and  throat  and  get 
control  of  the  word  through  a  sense  of  movement  in  motor 
images.  This  is  verbal  imagination  of  the  motor  type. 
The  mixed  tactile-auditory  or  tactual-motor  is  tlie  type 
in  which  one  1ms  the  image  of  both  hearing  and  feeling 
one's  self  talk.  It  is  tlie  coniiiioii  fonu  of  v(M'l):d  imagery. 
When  a  child  whis|)ers  the  words  as  he  ic^ids,  docs  lie 
gain  images  of  articulation,  oi-  of  liearing?  Or  of  both? 
These  images  may  be  divorced,  for  if  they  could  not  be, 
no  deaf-mute  could  be  taught  to  talk. 

So  far.  in  classifying  imagin.ilion.  we  have  looked  at 
our  image-consciousness  from  the  point  of  \-ic\\  of  the 
most  predominant  sense  order  of  images  utilizeil.  'I'li.ii 
gave  us  concrete  imagination  of  li\-e  types,  nnd  ;ilso  vcib.il 
symbolic  im;igination  of  (iv(^  types,  WC  ni.iy,  liowever,  re- 
gard our  imaginative  processes  from  aiiothei"  jxtint  of  vi(nv. 

When  any  individual  re|)?-oduces  in  liis  ini.'iginiit ion 
the  j)laces  he  has  .seen,  tlie  music  lie  li;is  iicard.  or  IIm^ 
events  he  has  already  lived  through,  or  heard  about,  his 


34  SOCIALIZING   THE    CHILD 

imagination  is  said  to  be  reproductive  imagination.     On 

the  other  hand,  when  he  imagines  relatively  new  faces, 

new  scenes,  new  environments,  by  selecting  only 

diicdve        i^uch    (jualities  as  he   chooses  for  a  particular 

and  purpose  and  thus  making  novel  combinations. 

Creative      his  imagination  is  called  creative  imagination. 

imagina-     -jhis  classification*()f  imagination  is  based  upon 
tion.  ,,...,  ,  , 

the  distniction  between  the  repeated  experience 

and  the  relatively  novel  experience. 

A  definite  purpose  is  one  of  the  distinctive  character- 
istics of  creative  imagination  that  is  fully  matured.    This 
creative  imagination  may  be  manifested  in  the  field  of 
mechanical  invention,   or  science,   or  art.     In 

Purpose  .  ... 

in  each  case  there  are  certain  restrictions  imposed. 

Creative  The  Combination  of  mechanical  contrivances 
Imagina-  must  be  such  as  will  work,  if  the  invention  is  to 
be  successful.  The  hypotheses  formed  by  the 
imagination  of  the  man  of  science  must  stand  the  crucial 
test  when  submitted.  And  in  a  similar  way,  the  imagina- 
tive artist  must  test  the  product  of  his  imagination  to 
see  if  it  is  a  true  expression  of  the  ideals  which  he  would 
embody  in  the  materials  of  his  art  if  he  hopes  to  present 
to  our  view  such  masterpieces  as  the  "Apollo  Belvidere" 
or  the  "Sistine  Madonna"  or  ''Othello." 

In  productive  {i.e.  mature  creative)  imagination  the 
mind  does  not  weave  together  factors  of  experience 
Criticism  capriciously,  but  rather  under  the  guidance  of 
of  Imagi-  conditions  which  limit  the  freedom  of  the  con- 
nation,  structive  process.  The  extent  to  which  imagi- 
nations are  criticized  naturally  depends  upon  the  stage 
of  development  of  the  individual  who  possesses  them, 
and   upon   the   type   of   ideas   under   examination.     For 


FUNCTION    OF    IMAGINATION  35 

instance,  the  savage  thinks  of  the  thunder  or  the  wind 
as  a  personal  agency.  To  an  adult  accustomed  to  our 
modern  scientific  ways  of  thinking,  the  myths  of  early 
peoples  seem  like  the  play  of  the  most  capricious  imagina- 
tion ;  but  to  a  young  mind,  untrained  in  forms  of  critical 
scientific  imagination,  nothing  could  seem  more  natural 
than  just  such  explanations.  A  child  derives  much 
pleasure  from  the  personification  of  his  toys,  but  the 
adult  is  so  clearly  conscious  of  the  falsity  of  these  same 
imaginations  that  he  could  derive  little  pleasure  from 
them.  The  imaginations  in  early  life  are  not  subjected 
to  any  careful  criticism.  The  child's  experience  is  too 
meager  to  allow  him  to  construct  any  system  of  tliought 
that  can  serve  as  a  basis  for  the  criticism  of  his  particulai- 
hnagination.  As  one  approaches  maturity,  the  indul- 
gence in  fanciful  imaginations  unchecked  by  criticism 
becomes  less  and  less  connnon. 

When   one   attempts   to   reconstruct   some   system   of 
thought  which   deals  with   Imniaii   interests  and   human 
activities,   and   the  reconstruction   agrees  with   History 
certain    records   in    definite    places   at   definite  and 
periods  of  time,  we  call  it  history  and  we  demantl   ^'ction. 
that  it  shall  conform    to  the   canons   of   congruit^^    with 
all  the  legitimate  records  of  the  period   in  (juestion.     If, 
on    the  other    hand,   tjic   reconstruction  aims  to  be  free 
from  any  |)articul;ir  idcrence  to  definite  situations,  it  is 
not  history,  but   imaginative  literature,  and  is  known  as 
fiction.      But  as  fietion  it   must   bear  certain  relations  to 
experience;  a  wholly  unnatural  creation  has  no  jiistiliea- 
tion  even  in  fiction.     The  principles  of  combination  nnist 
be  recogni/eil  a>  principles  in  haiinony  \\\\\\  the  general 
nature  of  human  exjjericuKU's. 


36  SOCIALIZING   THE   CHILD 

From    the   above   discussion    the   elementary   teacher 
can  readily  see  the  primary  importance  of  sense  train- 
ing.    It  is  only  through  imagination  combined 
Material      ^^^^^  Sympathy  that  the  student  in  history  can 
that  stim-    hope   to   appreciate  the  point  of   view,   enter 
uiates         into  the  feelings,  or  understand  the  motives  and 
e   mag-    ^.j^^^j-j^^^^gj.   ^f    ^^^y  important    personage,    only 
through  the  imagination  that  the  past  lives  for 
us  and  clothes  itself  with  meaning. 

No  normal  person  is  wholly  unimaginative.  Almost 
everybody  is  capable  of  rousing  with  n  his  consciousness 
vivid  and  accurate  images  of  some  kind.  The  experience  of 
Helen  Keller  is  a  source  of  encouragement  to  all  connected 
with  the  teaching  of  history.  She  is  a  conspicuous  illus- 
tration of  a  person  blind  and  deaf  from  childhood  ;  con- 
sequently she  has  neither  visual  nor  auditory  images. 
Nevertheless,  we  know  she  has  peculiarly  vivid  and 
detailed  images  of  pressure,  movements,  and  even  of 
taste  and  smell.  The  crudity  of  imagination  in  many 
adults  is  due  largely  to  defective  education.  Sense 
material,  such  as  armor,  uniforms,  pictures,  stories,  and 
poetry,  all  have  power  to  stimulate  imagination.  The 
story  will  help  to  enrich  the  child's  personal  experience 
and  increase  his  comprehension.  Gesture  and  pantomime 
and  dramatization  will  help  to  secure  imagery  and  ex- 
pression. The  teacher  must  appeal  to  the  mind  by  as 
many  avenues  as  possible,  —  eyes,  ears,  hands,  vocal 
organs.  There  must  be  drawings,  diagrams,  and  other 
graphic  illustrations  for  the  eye-minded,  and  construction 
work  to  stimulate  motor  and  tactual  motor  images.  The 
motor  side  should  receive  more  emphasis  than  it  has  in 
the  past.     It  has  been  unduly  neglected. 


FUNCTION    OF   IMAGINATION  37 

The  child  of  to-day  is  far  better  off  in  the  matter  of 
pictorial  illustration  than  were  the  children  of  his  grand- 
father's day.  Our  illustrators  present  things  outwai'dly 
as  they  really  were.  So  there  is  little  excuse  for  the  teacher 
who  fai  s  to  show  children  that  the  mere  outward  appear- 
ance of  men,  women,  houses,  furniture,  and  conveyances 
of  a  bygcjne  time  differ  materially  from  the  outward 
appearance  of  people  and  similar  objects  to-day.  In 
matters  of  dress,  customs,  home  surroundings,  means  of 
travel,  the  teacher  nmst  see  to  it  that  the  pupil  does  not, 
for  instance,  picture  the  Greek  in  a  frock  coat  riding  in 
an  automobile,  or  the  Roman  in  a  high  silk  hat.  The 
child  must  realize  tliat  neither  Greek  nor  Roman  used 
damask  napkins  of  Irish  linen  at  their  banquets ;  that 
the  early  Teuton  did  not  live  in  a  palace  of  marble.  It 
is  easy  also  for  the  teacher  to  make  vivid  and  clear  the 
crude,  primitive  life  of  our  American  ancestors  so  that 
the  puj)il  may  realize  that  they  ate  coarse  food,  wore 
coarse  clothing,  and  enduicd  the  hardshii)s  incident  to 
life  in  the  wilderness  without  good  roads  or  easy  carriages  ; 
with  no  railroads  or  trolleys;  witli  only  clumsy  l)(>ats, 
lumbering  stagecoaches,  and  buffnlo  trails,  Indian  trails, 
or  i)ridle  paths. 

TIh^  picturesfjue  and  jjanorainic  in  history  helj)  to  give 
atmosphere  and  j)crspective  and,  when  properly  |)resente(l, 
will  enable  the  child  to  picture  life  in  other  lands.  Such 
processes  widen  iiis  horizon,  enl;iri;c  his  sympathies,  and 
tend  to  prevent  vulfi;arity  an<l  narrowness.  The  value 
of  all  siich  work  can  hardly  be  overestimated  as  |)rei)ara- 
tioii  for  the  later  stages  of  liistory  work.  It  is  still  sadly 
neglected  in  far  too  many  i)laces. 


PART   TWO 


H 

a, 
o 

Q 


^ 

^ 


[40] 


Chapter  I 

THE    SAND    TABLE    AND    ITS    USES 

The  type  lessons  in  this  book  under  the  work  outHned 
for  grade  one  show  how  the  sand  table  can  be  utilized 
by  the  children  in  expressing  the  experiences 
they  are  gainnig  trom  then*  everyday  observa-  ^f  ex- 
tions,  e.g.  the  route  of  the  milkman  is  modeled   pressing 
in  the  sand,  so  as  to  show  the  roads  and  streets  i|"pres- 
upon  which  he  travels.     If  he  crosses  creeks  or  ^  .     , 

/  Gained 

rivers,  they  are  traced,  and  the  bridges  are  con-  from 
structed.     Even  the  bottles  that  he  leaves  and   Everyday 
collects  are  there.     The  sand  table  also  offers  ^^p^"" 

ences. 

an  opportunity  to  arrange  a  farmyard  or  to  show 
the  display  of  a  grocer's  window.  The  route  of  any  excur- 
sion made  by  tlw  cliildrcn  can  be  modeled  in  t lie  sand  and 
then  criticized  by  classmates  and  teacher.  Such  work 
helps  the  children  to  secure  adecjuate  conceptions  of  the 
area  vi.sited.  Moss,  grass,  toy  unimuls,  paper  dolls,  and 
building  blocks  can  be  used  to  make  the  scene  seem  real. 
Freedom  in  exj)ression,  and  definite,  clear-cut  imagery 
are  the  aims  to  be  kept  in  view. 
iX  The  sand  tal)le  is  also  one  of  the  best  means  of  express- 
ing a  child's  coiifeplion  of  a  silnalion  ms  a  whole.  Such 
work  discloses  correct  or  incorrect  conceptions  through- 
out elementary  work.  f'Jj/.  an  Indian  village,  or  the 
caves,  or  brnsh  huts,  or  the  long  house  (»f  bark  can  ))e 
constructed  on  the  sand  table.      The  country  of  the  tree 

-11 


42  SOCIALIZING    THE    CHILD 

dwellers  can  be  represented,  or  the  sand   table  ran  be 

converted  into  an  Eskimo  region  by  using  cotton  or  salt. 

Tent  dwellings  can  be  constructed.     Again,  in 

A.  TVT  G3S- 

ure  of  the    ^^^^   third   grade,  primary  children  can  model 

Correct-      the  canals  of  Amsterdam  and  cover  them  with 

ness  of        boats  in   summer   and   skaters  in   the   winter 

season.     They  can  represent  the  green  meadows 

ceptions.       .  .  . 

in  which  the  black  and  white  cows  graze.  They 
can  erect  toy  windmills.  They  can  construct  Holland 
dikes  and  represent  the  sea.  They  can  indicate  which 
way  the  surplus  water  is  forced  to  go  when  the  windmills 
are  at  work.  In  a  similar  way  child  life  in  Germany  and 
France  may  be  represented  as  indicated  in  work  out- 
lined for  grade  three.  All  this  helps  to  make  real  the 
distant  scenes. 

The  child's  self-activity  in  connection  with  the  sand 
table  makes  a  strong  appeal  to  his  instincts  of  expression, 

constructiveness,  and  sociability.  Impressions 
to  In-  gained  from  stories  can  be  expressed  on  the  sand 

stincts  of  table.  Every  child  must  do  in  order  to  know. 
Expres-  jjg  grows  by  creating.  A  child  will  acquire 
Construe-  knowledge  with  eagerness  if  he  hopes  to  repro- 
tiveness,  duce  it  in  action  —  in  making  something,  or  in 
and  doing  something.     The  only  use  that  he  can 

Socia-         foresee  is  an  immediate  use,  and  the  sand  table 

bility. 

satisfies  this  desire  for  an  immediate  result.  By 
sharing  in  the  activities  around  the  sand  table  children 
will  develop  with  little  or  no  coercion  the  control  and 
proper  emotional  attitude  for  social  conduct.  Their 
antisocial  characteristics  are  gradually  dropped,  and  an 
appreciation  of  cooperation  is  gained.  The  motor  activ- 
ities in  connection  with  the  sand  table  serve   not   only 


93 


El. 
O 


X 


[431 


44  SOCIALIZING   THE   CHILD 

to  tix  ideas,  but  to  clarify  and  enlarge  them,  and  even  to 
furnish  new  ideas.  Every  thought  tends  to  issue  in  some 
form  of  motor  activity  ;  and  unless  the  motor  phase  is 
developed,  the  idea  does  not  come  to  completeness. 

Motor  images  are  an  important  part  of  every  one's 
mental  equipment,  consequently  primary  teachers  should 
suggest  activities  —  something  for  the  children  to  do 
rather  than  something  for  them  to  listen  to.  Primary 
chiklren  should  get  not  only  clear  images,  but  a  personal 
feeling  for  the  realities  imaged.  The  free  play  at  the 
sand  table  helps  to  secure  that  personal  feeling.  The 
problems  that  the  pupils  solve,  the  occupations  that 
they  imitate  or  reenact,  are  all  points  of  departure  from 
which  children  may  be  led  to  appreciate  something  of 
the  nature  of  the  historic  development  of  man. 

Every  possible  encouragement  should  be  given  to  the 

child's   impulses   and    tendencies   to   create.     Intelligent 

and  serious  attention  should  be  given  to  the 

Develops         ,  .,  ,,  ,  ,  ,  .,.,.  r\    i 

Ideas  of  child  s  present  needs  and  capabilities.  Only 
Space  those  teachers  who  have  worked  with  first  grade 

Relations,  children  realize  how  very  vague  a  child's  ideas 
of  space  relations  are  and  how  activity  in  connection  with 
a  sand  table  may  enable  him  to  get  definite  impressions 
of  relative  location. 

From  the  standpoint  of  psychology,  how  does  any 
child  gain  primary  and  fundamental  perceptions  of  space? 
Is  it  not  through  the  motor  sense?  When  we  move  our 
hands  and  feet  we  experience  sensations  of  strain,  motion, 
of  spending  energy.  This  the  mind  interprets  as  space. 
The  tactile  and  motor  senses  furnish  the  fundamental 
elements  of  our  perceptual  world.  They  give  a  sense 
of  reality  to  our  percepts.     ''The  space  which  we  say 


a 
o 
o 
a 
e 
o 
a 
X 

o 

U 

X 
u 

H 

Q 


[4r>j 


46  SOCIALIZING    THE    CHILD 

we  see  is  literally  hand  made.  From  a  psychological 
point  of  view,  space  is  that  in  ivhich  one  can  move.  The 
amount  of  energy  spent  in  moving  is  the  measure  of  the 
space  moved  in."  In  order  to  secure  accurate  and  care- 
fully arranged  imagery  from  verbal  description,  which  is 
the  form  in  which  most  of  his  history  must  come,  a  child 
must  be  familiar  with  established  standards  of  form,  size, 
distance,  and  space  relations.  Such  familiarity  the  sand 
table  will  help  him  to  secure  if  his  activities  are  wisely 
directed. 

Because  the  mind  of  a  child  and  its  modifications  can 
be  known  only  through  external  expression,  the  teacher 
must  study  carefully  the  various  ways  of  providing  stimuli 
that  may  be  utilized  to  produce  efficient  reactions.  She 
must  also  consider  how  reactions  may  influence  intellec- 
tual processes.  The  more  opportunities  a  child  has  for 
expression  the  clearer  will  his  impressions  become. 

Every  child's  notions  of  space  are  vague  until  his  mus- 
cular experiences  render  them  clear  and  precise.  His 
notions  of  distance  are  made  clear  by  actually  measuring 
and  testing.  Until  he  has  reached  and  traveled  and  made 
use  of  his  eye  movements,  he  cannot  get  a  knowledge  of 
space.  Retinal  images  alone  will  not  suffice.  The  eye 
movement  supplements  or  contributes  much  of  the  data. 
Space  in  two  dimensions  or  in  three  is  realized  through 
explorations  accompanied  by  eye  movements.  Thus  we 
see  that  notions  of  space  are  all  primarily  built  up  from 
muscular  experiences.  A  child  must  also  actually  lift 
a  pound  and  an  ounce  to  get  a  clear  idea  of  them. 

All  of  our  notions  of  weight,  size,  distance,  hardness, 
roughness,  are  dependent  upon  motor  activity.  Whole 
classes  of  ideas  would  remain  vague  and  incomplete  with- 


THE    SAND    TABLE    AND    ITS    USES  47 

out  the  knowledge  furnished  through  the  motor  actiWties. 
The  child's  proper  method  of  gaining  knowledge  is  through 
his  senses  aided  by  motor  acti\'ity.  The  child's  mind 
may  disclose  itself  in  talking,  drawing,  construction  work 
of  various  kinds,  singing,  and  planning.  The  objective 
result  expressed  through  nmscular  activity  helps  the 
teacher  to  infer  something  of  his  perceptions,  memories, 
motives,  choices,  aims,  hopes,  joys,  or  sorrows. 

In  order  to  picture  an  historic  scene  or  situation  in  a 
world   beyond    the   child's   unmediate   surroundings,    he 
must   arrange  his  images  and  represent  them   ^  .       , 
according  to  description,  not  fancy.     By  con-   concrete 
structive  imagination  he  relates  and  combines  instruc- 
the  standard  images  with  which  he  is  familiar  *'°"' 
according  to  description.     Some  facts  of  history,  some 
historic  situations  and  conditions,  are  so  remote,  so  far 
removed  from  the  realm  of  a  child's  experience,  that  they 
have  no  point  of  contact  with  his   thinking.      After  he 
has    had    some    l)ackground    of    j^resent-day    experience 
through  which  to  view  them  they  may  be  in  a  measure 
comprehended  by  him.     No  greater  })etlag()gical  blunder 
could  be  made  than  to  neglect  concrete  instruction  in  the 
early  grades.     M'lic  cliild   needs  concrete  exp{>rieMces  to 
call  forth  his  responses.     Although  he  lives  in  the  midst  of 
complex  social  mikI  iiuhistrial  conditions,  he  can  respond 
only  to  that  for  which  his  stage  of  dcvelo|)m(Mit   has  at- 
tuned   him.     The    sand    table    probh'iiis    gixc    the    child 
nioti\es  and  make  the  work  seem  W(jrth  while. 


Chapter   II 

USE    OF   PICTURES   IN    PRIMARY   GRADES 

Some  city  children  have  never  seen  grain  growing. 
They  have  no  mental  picture  of  how  a  waving  field  of 
Value  of  wheat  looks,  either  when  it  is  green  or  when  it  is 
the  Picture  ready  to  harvest.  They  have  never  played 
to  the  among  "haycocks,"  and  the  expression  is  not 

Child.  filled  with  meaning  to  them.     They  have  never 

seen  large  fields  of  daisies.  Cherries  or  apples  or  nuts 
on  trees,  and  berries  on  vines  or  bushes  are  to  them 
unfamiliar  sights.  They  have  not  seen  cows  driven  to 
pasture,  or  coming  home  to  be  milked,  or  going  to  get 
salt  or  a  drink  of  water.  They  have  not  coaxed  fish  to 
nibble  at  a  dainty  morsel  on  a  bent  pin  fastened  to  a 
thread  and  dropped  into  a  cool,  willow-shadod  brook. 
Good  pictures  will  help  such  children  to  learn  of  all  these 
familiar  experieaces  of  the  country  child,  and  furnish 
their  imagination  the  necessary  material  with  which  to 
picture  the  scenes  and  situations. 

In  a  similar  manner,  the  country  children  may  learn 
of  the  daily  traffic  in  a  busy  city  street ;  the  trains  coming 
into  and  going  out  of  the  large  railway  stations,  the  great 
ocean  liners  at  the  docks  ;  the  Labor  Day  parade,  the 
circus  parade,  and  the  various  social  and  civic  parades ; 
the  decorations  on  lujlidays  or  festive  occasions ;  the 
ways  in  which  the  streets  are  cleaned,  and  fires  are  ex- 
tinguished, and  what  "a  run  to  a  fire"  is  like;  the  ap- 

48 


USE    OF    PICTURES    IN    PRIMARY    GRADES  .  49 

pearance  of  the  large  stores  and  shops  and  pubhc  build- 
ings;  the  arrangement  of  parks  and  playgrounds  and  the 
apparatus  usetl  in  the  latter. 

Both  city  children  and  country  children  gain  much 
insight  into  life  in  other  lands  and  a  knowledge  of  the 
manners  and  customs  of  other  days  in  our  own  land, 
from  pictures.  All  this  has  great  \'alue  in  preparing 
them  to  understand  the  books  they  will  read  later. 

Young  children  have  definite  preferences.  They  prefer 
colored-  pictures  to  photographic  reproductions.  They 
are  interested  in  pictures  of  children  at  play,  jjq^  ^o 
pictures  of  home  life,  and  dcmiestic  animals,  Select 
especially  pets.  Their  artistic  taste  is  still  Pictures, 
crude.  They  prefer  primary  colors.  Their  next  pref- 
erence is  for  the  warm  coloring  of  nature.  They  want 
action  in  a  picture,  and  to  please  them  the  jHcture  nuist 
"tell  a  story."  They  are  easily  confused  by  nmch  de- 
tail in  a  picture;  consecjuently  the  teacher  should  clioose 
for  them  pictures  (h'awii  witli  large,  simple  lines,  and  only 
siich  detail  as  helps  to  interj)ret  the  story  which  tlie 
picture  tells  them.  They  are  interested  in  railroad  trains, 
in  shij)s,  in  firemen,  in  soldiers,  in  workingnien  at  work,  in 
dolls'  housekee|)ing.  All  of  these  can  be  utilized  easily 
in  school  instruction.  ( "hoose  |)irtures  telling  in  seipHMice 
whole  tales  of  wonder  and  action,  such  as  K.  Boyd  Smith's 
"  l''ann  Book,  "  which  shows  pictures  of  phtwing,  sow- 
ing, I'eaping,  churning,  feeding  chickens,  and  going  to 
market;  ny  "  Nos  Mnfants"  (I-'rench  children),  shown  in 
colored  picture-  by  iioutet  de  Monxcl.  or  "  I''illes  et 
Gargons"  by  the  same  illustrator,  or  "  l''nui-  and  Twenty 
Toilers,"  picturing  iMiglish  scenes,  illust  lat  ions  by  Bedford. 

Avoid  impressionistically  colored   pictures,  poster  pic- 


50  SOCIALIZING    THE    CHILD 

tures  heavily  printed  in  hlnck  and  wliite,  the  merely 
decorativ('  illustration,  and  even  the  photographic  re- 
production, unless  it  tells  a  story.  Illustrations  in 
black  and  white  that  tell  a  story  smiply,  and  in  a 
human  way,  will  interest  the  children,  and  pictures  that 
interest  them  easily  stir  their  imaginations  and  produce 
educative  results  in  keener  realization,  greater  curiosity, 
and  renewed  zeal  to  learn  more. 

We  have  excellent  "picture  books  "  illustrated  in  color  by 
able  English,  French,  and  American  artists,  and  a  few  by 
How  to        Danish  and  German  artists,  in  the  "children's 
Get  the        rooms"  of  our  best  libraries.     (Some  of  them 
Pictures,      a^g  alluded   to  in   the  references  for  teachers 
under  Grade  I  in  this  book.     The' addresses  of  the  pub- 
lishers can  be  found  in  the    Bibliography  preceding  the 
Index.)     Some  of  the  illustrators  who  have  done  work 
greatly  appreciated  by  children  are  Cruikshank  (in  fairy 
tales),    Galdecott   (in   humorous   works),    Walter  Oane, 
in   his   delightful   seciuences   of   pictures,    each   of  which 
is  warm  and  rich  in  coloring  and  tells  a  story  (nursery 
literature),    Sir    John   Tenniel    (illustrations   of    "Alice 
in     Wonderland  "),     Boutet     de    Monvel,     referred     to 
before,  and  Kate  Greenaway,  who  expresses  the  joy  and 
the  delicacy  that  characterize  happy  childhood  and  the 
freshness  of  the  glad  springtijue.     L.  Leslie  Brooke's  color- 
ing is  attractive  to  children,  and  the  funny  detail  of  his 
pictures  convulses  a  young  child  with  laughter.     Arthur 
Rackham's  soft  ivory  effects  illustrating  nursery  rhymes 
and   stories    please   aesthetic   children.       Helen    Stratton 
handles  primary  colors  in   a  way  that   causes  them   to 
lose   much    of   their   (-rudeness.     She   illustrates   nursery 
tales  in  large,  .snnj>l(;  lines,  very  pleasing  to  little  children. 


USE    OF    PICTURES    IN    PRIMARY    GRADES  51 

Among  Americans  who  suit  the  child's  point  of  view 
well  in  some  of  their  illustrative  work  are  the  Rhead 
brothers,  Elizabeth  Shippen  Green,  Jessie  Willcox  Smith, 
and  Maxfield  Parrish.  Much  of  their  work  is  not  suited 
to  children's  needs  for  reasons  mentioned  above.  Other 
American  artists  who  have  already  achieved  notable 
success  in  meeting  the  needs  of  children  are  Howard 
Pyle,  Fretleric  Remington,  E.  Boyd  Smith,  Palmer  Cox, 
Gelett  Burgess,  Peter  Newell,  and  Reginald  Birch.  The 
grotesque  drawings  of  Palmer  Cox,  Gelett  Burgess,  and 
Peter  Newell  satisfy  the  child's  embryonic  sense  of 
humor.  He  considers  them  "rollicking  good"  books 
and  shakes  with  laughter  as  he  turns  the  pages  of,  e.g., 
"Brownie  Books,"  "Goops  and  How  to  be  Them," 
"Topsys  and  Turv-ys."  They  have  a  tendency  to  dis- 
place the  "Buster  Brown"  and  "Foxy  Grandpa"  variety 
of  pictures. 

Tliere  are  also  a  few  artists,  English  and  American, 
('mi)loyed  in  illustrating  juvenile  fiction,  St.  Nicliolas, 
primers,  first  readers,  and  supplementary  readers.  They 
keep  close  to  the  children's  interests  and  select  ami  present 
subject-matter  that  helps  children  greatly  in  visualizing 
distant  scenes  and  situations.  Lucy  Fitch  Perkins,  Hope 
Dunlaj),  Blanche  Ostertag,  M.  W.  l<]nriglit,  l^eatrix 
Potter,  M.  L.  Kirk,  'I\  11.  Robinson,  aiid  A.  G.  Walker 
are  in  this  group  of  illustratois.  By  going  carefully  over 
the  kind  of  work  described  al)ov('  the  iiiex|)erienced  teaciier 
learns  by  experience  the  ap|)eal  tli.it  the  Ix-sl  illustrations 
make.  She  gels  from  tliciu  slaiidaids  l)y  wliidi  to  test 
otiier  illustrations.  Some  of  llicin  come  in  cheap  eilitions. 
Many  of  them  are  expensive. 

Our  illustrated  magazines  often  c(»iii;ilii   plrtinc-   tlial 


52  SOCIALIZINCi    THE    CHILD 

are  excellent  both  from  the  staiKljioint  of  children's  in- 
terests unci  from  the  artistic  point  of  view.  Even  the  ad- 
vertising section  is  valuable  to  the  teacher  for  its  pictures, 
e.g.  pictures  advertising;-  cliocolate,  soaps,  cereals,  etc. 
(lift  calendars  used  for  advertising  are  often  excellent 
for  the  primary  teacher's  purpose.  Postcards  in  color, 
gioiiped  ill  series,  are  easily  obtained  and  help  to  make 
life  in  other  lands  real. 

One  ])icture  skillfull}^  used  is  better  than  twenty  used 
in  n  way  that  tends  to  confuse  or  mystify  the  child.  Even 
How  to  ^^^^  ^^^^t  pictures  are  likely  to  give  children  in- 
Use  the  correct  notions  of  size ;  hence  care  must  be 
Pictures.  taken  to  helj)  the  child  to  acquire  standards 
by  wliicli  to  judge  the  actual  size  of  objects  seen  in 
a  i^icture.  For  example,  the  teacher  may  place  a  full- 
lengtli  cabinet -sized  photograph  of  herself  in  plain  view. 
After  allowing  the  children  time  to  recognize  it  and 
realize  that  it  represents  her  ''standing  up,"  she  may  stand 
uj)  beside  the  photograph  and  give  them  an  opportunity 
to  see  that  it  is  really  very  nuich  ^liorter  than  her  "real 
self."  After  a  series  of  opi:)()rtunities  to  observe  and 
compare  under  skillful  guidance,  children  realize  that 
objects  ill  a  i)iclu!('  represent  only  relative  size,  just  as 
the  re])resentati()ns  on  the  sand  table  show  relative  dis- 
tance. A  ])icture  of  a  mother  and  child  shows  that  the 
child  is  smaller  than  the  mother;  a  picture  of  hens  and 
chickens,  a  cat  and  kittens,  etc.,  illustrates  the  point. 
But  the  child  is  still  in  danger  of  inferring  that  a  cow  is 
probably  two  or  three  inches  high,  or  about  the  size  of 
his  closed  fist,  if  he  has  never  seen  a  real  cow.  The  teacher 
must  be  ever  on  the  alert  to  guard  against  such  perfectly 
natural  errors  of  childhcjod. 


USE    OF    PICTURES    IN    PRIMARY    GRADES  53 

In  a  similar  way,  owing  to  lack  of  knowledge  of  the  laws 
of  perspective,  objects  shown  in  the  background  of  a 
picture  will  not  tell  the  real  facts  to  a  child ;  and  again, 
when  he  draws  the  picture  of  an  apple,  he  puts  the  seeds 
ill  where  he  knows  they  are,  and  he  draws  the  feet  in  the 
shoes  so  that  you  can  see  them.  The  fact  that  the  seeds 
and  the  feet  cannot  be  seen  while  the  apple  is  uncut  and 
the  shoes  laced,  and  so  should  not  be  represented,  has  to 
l)e  learned  by  him. 

It  is  very  easy  for  the  inexperienced  teacher  to  fall  into 
the  error  of  supposing  that  because  the  picture  is  (}uite 
clear  to  her  in  every  respect,  it  is  e(iually  so  to  the  child. 
Still  one  other  illustration  :  a  row  of  cattle  headed  for  a 
stream  means  to  the  child  large  cattle  in  the  foreground 
and  little  cattle  in  the  rear  of  the  line,  although  as  a 
matter  of  fact  the  largest  animals  may  be  the  last.  The 
experience  of  country  children  teaches  them  while  still 
(|uite  young  that  horses  two  miles  away  are  not  colts, 
ahliough  they  seem  so  to  the  eye ;  but  it  takes  numerous 
excursions  to  make  some  of  these  elementary  notions 
deal-  to  the  city  child.  He  can  interpret  city  life  far 
more  accurately  than  his  country  cousin  ))ecause  of  his 
numerous  experiences  with  it.  lie  does  not  ex])ect  tlic 
hou.ses  on  the  opposite  sides  of  tlie  street  to  meet  in  a  line 
a  few  blocks  ahead  of  him,  for  instance. 

'I'hc  teacluT  must  (|iicsti(>ii  to  sec  that  the  ol)jects  or 
purposes  she  had  in  mind  in  using  the  j)icture  an*  achieved, 
and  endeavor  to  select  piclurcs  that  show  clearly  what  is 
wanted,  jind  iiicln'lc  nolhid^!;  nioi-c.  lOven  in  such  (!ases 
tiic  problem  of  si/e  must  be  kept  in  mind,  c.f/.  slie  may 
be  showing  the  i)ictui'e  of  a  singh'  siieep  t<»  show  how  the 
wool  looks  on  the  sheej),  .'ind  her  objectt  is  to  prevent  the 


54  SOCIALIZINt;    THE    CHILD 

child  from  tliinkinj;-  that  "skeins  of  woolen  yarn"  are 
found  ready-nuulc  on  a  sheep's  back.  Consequently 
she  chooses  a  large  picture  to  give  the  children  a  vivid 
impression  of  the  wool.  If  she  says  nothing  about  the 
size  of  the  animal,  and  the  chiklren  have  never  seen  a 
real  sheep  but  do  know  that  the  animal  is  still  larger  than 
the  picture,  and  if  they  have  seen  a  picture  of  a  whole 
herd  of  cattle  the  previous  day,  they  quite  naturally 
infer  that  an  ox  is  smaller  than  a  sheep. 

In  using  pictures  eternal  vigilance  is  necessary  to 
guard  against  a  wrong  "first  unpression,"  for  the  good 
l^icture  clearly  perceived  makes  a  strong  appeal  to  the 
cliild,  and  the  first  impression  is  likely  to  remain  the 
permanent  one.  Constant  comparison  with  well-known 
standards  that  can  be  seen  or  easily  understood  will  be 
necessary  when  using  pictures,  to  convey  correct  im- 
pressions of  life  in  other  lands,  or  in  our  own  land  in  other 
days.  The  linages  which  the  child  really  gets,  not  what 
the  teacher  hoped  he  might  get,  are  the  net  result  of 
the  work. 

1.  Some  teachers  use  too  many  pictures.  The  child 
may  be  interested  in  handling  them,  but  the  thoughts 
The  Mis-  ^^^^Y  ^tinmlate  in  him  or  the  activities  they  sug- 
use  or  gest  are  far  from  the  purpose  the  teacher  had 
Abuse  of      i,,    niind    in    presenting   the   pictures.     Conse- 

ic  ures.      quently  the  pictures  defeat  the  end  for  which 
they  were  used. 

2.  Some  teachers  select  pictures  that  are  excellent  from 
the  point  of  view  of  art,  which  are  unsuited  to  the  child's 
age  or  stage  of  development  because  they  are  so  far  re- 
moved from  his  conceptions  of  everyday  life.  They  are 
mystical  or  abstract  to  him. 


USE    OF    PICTURES    IN    PRIMARY    GRADES  55 

3.  Careful  (questioning  is  often  necessary  to  help  the 
child  to  really  see  the  points  the  teacher  wishes  to  em- 
phasize. 

a.  The  picture  may  suggest  only  in  part  what  the  child 

has  previously  learned,  and  the  teacher  is  trying 
to  stimulate  the  child's  memory  to  reproduce  the 
full  particulars. 

b.  The  teacher's  aim  may  be  to  stimulate  more  careful 

observation,  to  aid  the  child  in  gaining  control  of 
his  hnagination  by  educating  the  perceptions  to 
truer  discernment. 

c.  The  teacher's  aim  may  be  to  stimulate  comparison 

and  thus  lead  the  child  into  fuller  knowledge. 
All  these  aims  may  be  defeated  by  lack  of  care  in  choos- 
ing the  picture  or  lack  of  skill  in  (juestioning. 

4.  Some  teachers  use  pictures  merely  to  cover  up  their 
own  lack  of  preparation.     This  is  abusing  a  valuable  tool. 


Chapter  III 

CONSTRUCTION    WORK 

The  pedagogical  piiiiciplc  undorlying  all  the  construc- 
tive activities  of  chiklren  is  ihatlpoing  is  essential  to  the 
Aims  in  leaminq  process.i  The  first-grade  teacher  who 
Construe-  asks  little  children  to  illustrate  a  story  by  draw- 
tion  Work,  j^g  ^t,  j^Qt  aiming  to  increase  the  child's  artistic 
sense,  or  to  give  him  an  opportunity  to  acquire  skill  in 
tirawing.  Her  specific  aim  is  to  assist  him  in  getting 
clear,  definite  images  from  the  story.  She  makes  use  of 
his  instinctive  tendency  to  make  something,  or  to  do 
something,  by  suggesting  a  specific  direction  in  which  his 
self-activity  may  be  expressed  in  such  a  way  as  to  achieve 
a  result  that  gives  pleasure  to  himself.  The  character 
of  his  product  indicates  to  the  teacher  the  kind  of  images 
the  child  has  obtained  from  the  story.  The  child  in- 
cidentally gains  some  control  of  tools  and  materials  and 
is  getting  the  experience  of  working  with  a  definite  pur- 
pose in  view.  Her  aim  in  asking  the  child  to  model  an 
animal  in  clay  to  be  used  later  in  a  sand  table  representa- 
tion of  farm  life  is  not  to  give  him  an  ()ppf)rtunity  to 
acfjuire  skill  in  modeling  animal  life,  but  rather  to  make 
use  of  his  present  interest  in  farm  life  to  sthnulate  him 
to  observe  carefully  and  image  cl(>arly  the  outward  form 
and  appearance  f)f  a  domestic  animal  that  he  has  seen. 
The  child's  interest  is  in  the  finished  product.  He  is 
interested  in  what  he  can  do  with  the  clay  animal  when 

56 


CONSTRUCTION   WORK  57 

made.  He  is  interested  in  what  it  is  good  for  to  himself 
and  to  other  members  of  the  class.  The  various  ways 
in  which  it  can  be  used  in  play  are  what  appeals  to  him. 

The  teacher,  on  the  other  hand,  is  interested  chiefly 
in  the  images  he  is  getting,  in  the  will  training  that  results 
from  his  persistent,  purposeful  effort  which  is  now  as- 
suming tangible  shape  and  may  be  the  embodiment  of 
his  definite  aim  and  a  source  of  encouragement  for  future 
efforts.  If  his  dog  and  his  cow  look  so  much  alike  that 
the  one  cannot  be  distinguished  readily  from  the  other, 
they  will  not  satisfy  his  purpose ;  and  he  must  try  again 
and  again,  until  he  can  feel  that  he  has  actually  achieved 
what  he  undertook  to  do.  When  he  succeeds  in  his  aim, 
the  immediate  purpose  the  teacher  had  in  view  is  also 
accomplished.  ' 

Of  course  the  teacher  must  be  conscious  of  the  child's 
attitude,  nmst  think  in  liis  terms,  and  talk  about  the 
pr()l)k'm  undertakoii  from  his  point  of  view.  She  nmst 
also  keep  clearly  in  miiid  her  own  specific  aim  of  stimu- 
lating an<l  directing  liis  iiiental  growtli  throiigli  self- 
activity,  but  she  must  l)e  very  careful  to  say  nothing  to 
llic  child  about  licr  ju'dagogical  j)urj)oses.  She  must 
talk  to  liini  al)<)ut  his  individual  j)urp<)ses  and  ai)j)eal  to 
his  present  interests. 

The  following  suggestions  are  gathered  from  the  ex- 
perience of  teachei's  wlio  ar'e  securing  excellent  results: 

1.    Each    pioblcni    in    c<)nst  I'uction    work    assigned    by 

the  teadier  must  have  a  social  significance  which    SuRKt-s- 

tlie  child   can  a|)pi'eciate  eithei'  because  he  can    tions 

j)lav  with   the  product    when  made,  or  because   Concern- 
1      '  .1  r  ■     1  ,■        '^  '"g  Con- 

he  can  get  pleasure  out  ol  it  by  present  mg  it  as   j^tri,(;tJon 

a  gilt   to  some  one  who  will  greatly  appreciate    Work. 


Playhouse  Made  by  Eighth  Grade  Pupils,  Furnished  by  Pupils  of 

Third  Grade. 


[58] 


CONSTRUCTION   WORK  59 

it,  or  because  he  can  contribute  it  to  the  general  scheme 
for  the  decoration  of  a  Christmas  tree,  etc.  ;  and  every 
problem  must  grow  naturally  out  of  the  daily  work. 

2.  The  teacher  should  be  careful  at  first  to  set  problems 
so  simple  on  the  mechanical  side  that  the  pupil  will  need 
little  assistance  and  she  must  remember  that  the  activi- 
ties which  demand  the  use  of  the  larger  muscles  only  should 
come  in  the  first  half  of  the  year.  Any  activities  which 
demand  finer  coordination  should  come  later. 

3.  The  materials  used  need  not  be  expensive.  Their 
educational  value  to  the  child  is  not  dependent  upon  the 
cost  of  the  ecjuipment.  But  the  materials  selected 
should  be  :  (a)  such  as  he  can  manipulate  easily,  e.g. 
clay,  sand,  beads,  crayon  and  paper,  etc. ;  (6)  such  as  can 
be  procured  easily,  e.g.  twigs,  cord,  pasteboard  boxes, 
ribbon  bolts,  etc. 

4.  In  the  earliest  work  only  such  problems  as  can  be 
completed  in  short  periods  of  time  should  be  assigned, 
so  as  to  secure  concentration  of  attention  and  persever- 
ance to  the  end. 

5.  The  teacher  niust  keep  in  mind  three  tilings  in  sug- 
gesting and  directing  the  construction  work  :  first,  she 
should  utilize  a  present  interest  in  the  problem,  or  arouse 
or  stimulate  an  interest  in  the  object  to  be  made,  before 
the  work  is  undertaken  ;  second,  she  should  see  that  the 
child  has  every  possible  opportunity  to  get  a  clear  image 
of  the  object  he  is  to  make;  third,  she  should  encourage 
the  child  to  persevere  in  his  effort  until  the  construction 
is  completed. 

f).  Wlien  a  child  enii  see  possibilities  in  the  material  he 
is  using  Mud  is  also  alcit  in  inakiiig  use  of  tlicni,  the 
teacher  has  every  reason  to  feel  that  the  child  has  achieved 


60 


SOCTALTZINr,    THE    CHILD 


proparod  to  un- 
dertako  more 
difficult  work 
than  can  be  as- 
signed to  chil- 
dren who  have 
not  had  such 
opportunities 
either  at  home 
or  in  school. 

8.  In  schools 
where  there  are 
many  teachers, 
and  special 
teachers  of 
drawing,      of 


desirable  results 
from  the  point 
of  view  of  or- 
ganizing his 
own  energies. 

7.  Children 
who  have  spent 
a  year  in  a  good 
kindergarten 
have  had  an 
opportunity  to 
oi'ganize  their 
constructive  in- 
stincts and  are 


Two  Stages  in  the  Construction  of  a  Play- 
house. 


Playhddse  I'"unNIHIr^;r)  my  Chiloken  of  1'"ihst  Grade. 


[Cll 


62  SOCIALIZINC.    THE    CHILD 

manual  training;,  etc.,  it  would  be  eminently  wise  to  leave 
the  innnediato  supervision  of  first  grade  construction  work 
with  the  regulai-  first  grade  teacher.  Doubtless  she  will 
not  have  the  skill  in  any  special  line  that  should  be  ex- 
pected of  the  specialist,  but  she  should  hold  herself  re- 
sponsible for  guiding  the  growth  of  the  child  in  all  direc- 
tions. She  can  do  this  more  readily  if  she  has  first-hand 
knowledge  of  his  various  ways  of  reacting  to  stimuli.  The 
nature  of  his  responses  in  one  line  of  interest  often  gives 
her  the  clew  as  to  the  best  ways  of  planning  other  work. 
The  specialist  should  confer  with  the  first  grade  teacher 
and  give  suggestions  and  criticisms.  Every  first  grade 
teacher  should  feel  sufficient  confidence  in  her  own  ability 
to  direct  the  work  she  expects  her  pupils  to  do,  but  ex- 
pert execution  in  all  lines  should  not  be  expected  of  any 
first  grade  teacher. 

The  following  are  illustrations  of  possible  forms  of 
constructive  activity  which  have  an  easily  recognized 
,,,    .  value  from  the  child's  point  of  view  and  a  dis- 

lllustra-  _  _  ' 

tions  of  tinct  social  value  in  helpmg  the  child  to  adapt 
Construe     himself  to  his  immediate  environment  during  the 

tion  Work.    ^,.^^  ^pj^^^^i  yg^j. 

1.  A  doWs  house  which  may  be  constructed  by  the 
children  themselves,  or  a  playhouse  made  by  the  chil- 
dren of  the  upper  grades  and  presented  to  the  children 
of  the  first  grade,  or  even  a  genuine,  complete  house, 
built  for  them  by  a  real  carpenter.  If  the  children  make 
a  simple  doll's  house  out  of  a  packing  box  divided  into 
rooms  by  board  partitions,  or  use  cardboard  boxes  of 
unifomi  size  for  rooms,  they  have  the  satisfaction  and 
pleasure  of  knowing  that  the  house  is  their  very  own.  If 
they  come  into  pos.session  of  the  property  through  the 


CONSTRUCTION    WORK  63 

kindness  or  courtesy  of  others,  an  obligation  is  created 
which  they  should  recognize,  appreciate,  and  reciprocate. 
In  any  case,  the  joy  of  playing  with  the  house,  the  re- 
sponsibility of  deciding  upon  the  furniture  for  each  room, 
and  the  treatment  of  the  walls  and  floors,  as  well  as  the 
responsibility  of  keeping  it  clean,  will  teach  them  many 
valuable  social  virtues  and  serviceable  habits  in  a  natural 


W'OODKN     I'lU.Ml'lKl;     H>l(     Uol.l.'s     UoLsl--. 

Mfasured  and  iiuileii  l)y  first  grade  <-liildrL'ii  under  .supervision,  as  problem 
work  ill  measurement.  Mattress,  pillows,  slips,  and  sheets,  made  in  the  same 
way. 

way.     The  house  will  serve  as  a  large  center  of  interest 
around  which  may  be  grouped  many  minor  interests. 

In  making  the  furniture  the  teacher  may  direct  the 
work  of  tiic  cliiichcM  (hwing  a  regular  scliool  period.  Or 
the  cliihhcn  iii;iy  be  given  j)eriiiission  to  eonslnict  tlie 
furniture  fmni  material  found  at  home  witliout  the  direct 
help  of  the  teachei'.  Tiie  house  ma\-  be  refurnished  from 
time  to  time  according  to  \arious  plans.  The  materials 
usefl  for  the  furniture  may  be  small  blocks  of  wood  to 
which  children  nail  slabs,  or  cardboard  boxes,  spools, 
ribbon    1mi||>,    coi-?'ugated     paix'i'.    clay,    tinfoil,    oc    (»ther 


.SlX-lN«H     iJlJl.l-M     l-)ak..->r.KI)     UV    I''lH.ST    (iltAlJK    ( 'ill  LIjUKN     1()H     JJoLL's    HoUSK. 

Hats  are  the  result  of  uri.suiiervised  experimental  lesnoii  with  craftsiiian  paper 
Clothing  ma<U'  from  children's  patterns  modified  slightly  by  the  teacher. 


[M, 


CONSTRUCTION    WORK  65 

plastic  material.     Or  the  furniture  may  be  made  from 
stiff  drawing;  ])aper  based  on  fcjlding  it  into  sixteen  squares. 

The  dolls  may  be  cut  from  magazines  and  colored,  or 
raffia  may  be  tied  in  bundles  to  form  dolls.  Brooms  for 
sweeping  the  doll's  house  may  be  made  by  tying  raffia 
in  bundles  also.  The  rugs  may  be  woven  out  of  either 
raffia  or  carpet  rags  with  carpet  warp. 

2.  A  large  picture  book  made  of  Manila  paper  may 
form  another  large  center  of  interest  and  give  opportunity 
for  cooperative  work.  When  completed,  it  may  be  sent 
to  the  children's  ward  of  a  hospital,  or  to  some  indi\'idual 
in  the  local  comnmnity  in  which  the  school  is  located  to 
whom  it  would  give  pleasure.  Such  a  book  may  contain 
the  illustrated  stories  of  the  home  and  the  family  life, 
or  an  illustrated  story  representing  the  doll's  house  and 
its  furnishings,  having  one  large  page  to  re^iresent  each 
room.  Or  it  may  be  an  illustrated  story  of  farm  life, 
and  contain  representations  of  collections  of  fiuits, 
flowers,  vegetables,  and  animals.  In  each  case  pictures 
may  be  cut  from  magazines  and  may  be  arranged  and 
mounted  with  care.  Or  the  representations  may  })e 
freehand  cutting  so  arranged  and  mounted.  Sucli  a 
definite  purpose  serves  to  keep  u|)  the  child's  interest 
in  his  work,  infiilcates  i)ainstaking  care,  and  results  in 
a  certain  dcgi-ec  of  skill  in  inani|)ulating  material,  not 
easily  secured  in  any  other  way.  In  addition  to  all  lliis, 
the  exhilaiat ion  of  llic  pleasure  lu-  lu-lpod  to  gi\-e  is  a  large 
returFi. 

'.^.    I)(r(>r(i(i(ms.      Paper   rliains    to  dccoiatc    the    looms 
for  any  festal  occasion   may  he  made  by  the  cliikhcn 
lanterns,    chains,    j)aper    flowcis,    etc.,    for    a    ('hristmas 
tree  which  will  be  passed  on  to  give  pleasure  to  soujc  one 


66 


SOCIALIZING    THE    CHILD 


in  the  community,       to  a  poor  family,  for  example,  or 
a  mission  school. 

Suitable  friezes  and  posters  representing  the  different 


=■-%■-?■: 


I 


\ 


Problems  in  Weaving  and  Paper  Construction. 

Mario  as  unsupervised  seat  work  in  first  Kradc.  The  table,  bed,  and  sled  are 
oriKina!  forms.  The  ruK  i.s  made  of  cotton  roviiiKs  arifl  the  hot  plate  mat  of 
raffia. 

seasons  may  also  be  used  in  decoratinj^  the  schoolroom. 
The  nature  of  the  social  service  rendered  is  evident  to  all. 
4.  Gifts  for  parents  and  other  members  of  the  family, 
either  for  birthdays  or  for  Christmas,  may  be  made  by  the 
children,  e.fj.  picture  frames  made  by  winding  raffia  over 


CONSTRUCTION    WORK 


67 


cardboard,  calendars,  blotters,  boxes  for  candy,  envelopes 
for  various  uses,  needlebooks. 

5.    Toys  to  be  used  in  sand  table  construction  serve  a 
general  social  purpose  that  all  the  children  can  appreciate. 

a.  The  animals 
for  the  farm  maj' 
be  made  from 
clay,  or  cut  from 
cardboard  or  from 
paper. 

b.  Trees  may 
be  cut  from  card- 
board and  colored, 
or  made  from 
fringed  green 
paper  pasted  on 
sticks. 

c.  Wild  animals 
modeled  in  clay 
or  cut  from  paper 
may  be  used  to 
represent  what 
was  seen  in  the 
park,  or  in  the 
circus  parade. 

d.  Houses, 
barns,     wagons. 


I'kOIII.I.MS    in    l»ll|I.IN\L    Dl-.SKiN    AND    lUKi;    Mcilil-.l.- 
INU    KOH     I''lllh>'l'    (lUAUK. 

Portfolio,  blotter  corners,  lioldor,  aiifl  iimtcli  Kcrutchor. 
MufJoliiiK  ill  |)litsticiiK>. 


boats,  benches,  and  many  sim|)l('  tools  oi-  farminji  im- 
plements may  lie  const  luctcd  jmd  ('ontiil)utc(l  by  tiie 
children  to  help  make  tlic  scene  (piite  compldc. 

Other  toys  that  may  be  uscil  in  the  schoolroom  on  fcst.'il 
days,  or  on  tlic  playground  in  rccreatioti  hour,  are  soldiers' 


Bahkets  Madk  by  Thihd  Grade  Pupils. 

Reed  and  raffiu  baskets  holding  glass  receptacles  for  vines.     An  Easter 
basket  showing  free-hand  paper  cutting. 


[(i8J 


CONSTRUCTION    WORK  69 

hats,  flags,  kites,  pinwheels,  tops,  dolls'  hats,  and  horse 
reins. 

0.  Other  objects  which  have  a  practical  value  easily 
appreciated  by  the  pupils  are  portfolios,  baskets  for 
excursions,  boxes  for  material,  curtain  strings  and  tassels, 
dustcloth  bags,  etc. 

The  following  are  illustrations  of  construction  work 
for  childi-en  in  the  second  and  third  years  of  primary 
work.  No  attempt  has  been  made  to  make  the  list 
complete.     It  is  merely  suggestive. 

1.  Indian  life. 

Dress  Indian  dolls  ;  make  headdress. 

Make  moccasins  and  Indian  cradle. 

Make  bows  and  arrows  and  tomahawks. 

Make  baskets  and  wigwams  and  canoes. 

Make  stockades,  forts,  and  brush  huts. 

In  a  scrapbook   paste   pictures  of   totem   poles, 

different  types  of  Indian  dwellings,  pottery  and 

baskets,  costumes  and  wami)um,  weapons  and 

implements. 
Make  a  collection  of  Indian  relics  for  the  school 

museum. 
Arrange  on  a  sand  table  : 

An  Indian  lu)me  scene. 

An  Indian  village. 

An  lOskimo  scene. 

2.  Primitive  life. 

Primitive  axes,  hammers,  awls,  war  clubs,  water 
jars,  drinking  cur)s,  baskets,  foot  appaicl, 
carrying  straps  for  burden  bearing,  a  cradle 
made  of  vines  or  branches.     (( 'liildren  may  find 


70  SOCIALIZING    THE    CHILD 

a  sharp-edged,  hard  stone  which  might  serve  as 
an  ax,  another  that  would  serve  as  a  hammer, 
and  try  to  invent  a  way  of  making  handles  for 
them  without  using  modern  tools.  They  can 
find  a  thorn  or  sharp  bone  for  an  awl.  The 
water  jar  is  to  be  molded  out  of  clay  ;  a  goui'd 
is  used  as  a  drinking  cup.  They  can  procure  for 
themselves  material  out  of  which  baskets,  etc., 
can  be  made.) 


PAI'KH    C'oNrtTKO<TlUN     WoitK    DoNE    BY    ThIUD    GkaDE    PuPILfi. 

A  blotter  case  showing  origiuul  applied  design.     Paper  furniture  involving 
measuring,  cutting,  and  folding  (under  supervision.) 

Arrange  on  a  sand  table  : 
The  tree  dwellers'  country. 
The  types  of  caves  observed. 
The  home  of  the  fire  clan. 
Trails  of  various  kinds. 


CONSTRUCTION    WORK 


71 


3.    Child  life  in  other  lands. 

•    The  scrapbooks  should  show  sharp  contrasts  in 
Costumes,  houses,  conveyances. 
Holiday  celebrations  and  industries. 
Schools  and  characteristic  amusements. 
Street  life  and  home  scenes. 


I  ,.\  \  MI'I.I-.^     UK     W'kAVINU     DdNK     HV       rilli(l)     (iusDI,      I'l'I'Il-H. 

Loomu  niarlo  by  the  childrt-u.      Jiitc  iisc<i  for  wf;i\'iiin  d.M'd  li\-  tin-  rliilflrcii. 

Construct  toy  winchnills,  boats,  and  barges,  cluirn 

dashers,  jind  Holland  yokes. 
Collect  picluics  of  tulip  ficilds  and  cheese  markets 

and  fishing  stations. 


72  sooiALiziNii  thp:  child 

Sand  table  arran^muMits. 

The  canals  in  winltM-. 

The  canals  in  sunnncr. 

The  green  meadows. 

The  sea  encroaching  ui)on  the  land. 

A  cheese  market. 

Market  stalls  in  Amsterdam. 

A  street  in  Amsterdam. 
Collect  pictiu'es  of  Japanese  life  : 

A  fire  department. 

A  rice  field. 

A  tea  plantation. 

A  Japanese  garden. 

Banner  Day  scenes. 

The  doll's  birthday  scenes. 

Japanese  pillows  and  beds. 

Japanese  tables. 

A  raincoat  made  of  grass. 

A  jinrikisha  and  other  conveyances. 

The  celebration  of  the  New  Year. 

The  various  flower  festivals. 
Make  a  collection   of  Japanese  articles  for  the 

school  nmseunj. 
Dress  German  dolls. 
Trim  Christmas  trees. 
Collect  pictures  of  castles  and  soldiers,  parks  and 

pleasure  grounds,  street  life  in  Berlin,  museums 

that  school  children  visit. 
Model  on  a  sand  table  beautiful  streets  : 

Unter  den  Linden  in  Berlin. 

Champs  Ely  sees  in  ]^iris. 
Dress  F'rench  dolls. 


CONSTRUCTION   WORK  73 

Collect  pictures  of  street  life  in  Paris,  beautiful 
parks,  boulevards,  kiosks,  arches,  monuments, 
plaj^grounds. 

Study  of  heroes  of  other  times. 

Collect  pictures  of  water  carriers  in  time  of 
Joseph,  also  lamps,  water  jars,  water  bottles, 
houses,  tents,  sheepfolds. 

Collect  pictures  associated  with  Columbus  : 
The  house  in  which  he  was  born. 
The  harbor  of  Genoa. 
The  Spanish  Court. 

The  ships  in  which  he  crossed  the  Atlantic. 
His  reception  when  he  returned  to  Spain. 
Spanish  costumes  of  that  era. 
Collect    jiictures   associated    with   holiday    celebra- 
tions in  our  own  country. 


Chapter  IV 

FIRST    GRADE    WORK 
TEACHER'S   OUTLINE   FOR   GRADE   I 

I.    Aims  and  Purposes  in  this  First- Year  Work. 

A.  To  make  clear  to  the  child  that  the  community 

helps  him  in  many  ways  now,  and  that  he  can 
help  — 

1.  In  the  family. 

2.  On  the  playground. 

3.  In  the  classroom. 

4.  On  the  street. 

B.  To   give   the   child   an   opportunity   to  feel  the 

cooperation  and  reciprocal  service  in  the 
social  and  industrial  world  to  which  he  be- 
longs. Without  such  cooperation  he  could  not 
have  — 

1.  Pure  water; 

2.  Beautiful  parks. 

3.  Suitable  playgrounds. 

4.  Clean  streets,  etc. 

C.  To  make  the  best  jjossible  use  of  the  children's 
expectant  attitude  toward  the  school,  and  the 
delight  they  take  in  helping  when  they  first 
enter  school. 

74 


FIRST    GRADE    WORK 


75 


1.  It  is  a  new  era  in  their  lives. 

2.  They  have  become  a  part  of  a  new  institution. 


RoMK  Thincih  Seen  in  tiik  City  Htrekth. 


3.  They  arc  ('af2;('r  to  cooperate,  hut  ikumI  — 
(I,   \  definite,  concrete  task  to  perforni. 
h.  Skillful  ^;ui(iunco. 

c.  Inspiration  to  insure  perse\ craiice. 

d.  Acknowledgment  of  their  contrihut ion. 


76  SOCIALIZING    THE    CHILD 

D.  To  secure  a  genuine  appreciation  of  — 

1.  Policeman.  4.  Health  officer. 

2.  Fireniai).  5.  School  janitor. 

3.  Street  sweeper.  (i.  Mail  carrier. 

II.    General  Mode  of  Procedure. 

A.  Fiiul  out  vvlial  the  children  already  know  of  com- 

munity life  either  through  home  training  or 
through  their  kindergarten  experience. 

Illustrations: 

1.  What  the  family  or  the  home   life  does  for 

them  now,  —  furnishes  shelter,  food,  cloth- 
ing, toys,  etc.  ;  safeguards  health  ;  affords 
companionship. 

2.  A^Tiat  the  kindergarten  does  for  children. 

3.  How   children   are  helped   by   the   industrial 

activities  of  — 

Carpenter  Milkman 

Plumber  Grocer 

Drayman  Shoemaker,  etc. 

4.  How  children  may  be  helped  by  school. 

B.  Stimulate  them  to  want  to  know  more  about  their 

relation  to  comnumity  life. 

1.  Begin  all   instruction  with  that  which  they 

can  readily  observe  and  easily  understand. 

2.  Base   all    instruction    upon    the    child's    own 

observation  and  experience. 

3.  Arouse  curiosity  by  means  of  conversation, 

({uestions,  anecdotes,  and  stories. 

4.  Use  pictures  or  objects  of  their  experience  as 

a  point  of  departure. 


FIRST   GRADE    WORK  77 

C.  Get  exj)ressi()n  from  children  by  means  of  con- 

struction on  sand  tables,  or  by  dramatic  play, 
or  b}'  dressing  dolls,  or  by  drawing,  or  by 
modeling,  or  by  making  something  to  be  used 
in  the  schoolroom  for  the  benefit  of  all. 

D.  IMake  use  of  every  opportunity  for  cooperative 

work,  and  every  opportunity  to  show  respect 
for  another's  propert3^ 

111.    Arrangement  and  Selection  of  Subject  Matter. 

A.  Order  of  topics  should  be  determined  by  needs  of 
the  pupils  and  the  condition  of  the  community 
in  which  school  is  located. 

1.  Topics  selected  must  be  in  the  plane  of  the 

child's  experience  and  chosen  from  his  im- 
mediate surroundings. 

Ill  ii.slrat  ions: 

(I.   Home  life  on  a  farm. 

/;.   Home  Hfc  in  a  small  \'illage. 

r.   Home  life  in  a  larg(>  city. 

2.  The   topic   must   be  something   that    appeals 

strongly  to  \\\v  child's  interest  just  now. 
In  general,  to  follow  the  cycle  of  the  seasons 
will  be  safe. 

lUu.slrnlion.s: 

(I.  The  family's  prepanil  ions  for  winter,  spring, 
sunnner,  etc.,  furnish  lopics  concerning 
wliicli  the  cjiild  will  li;i\('  much  to  say. 
h.  ('oniing  to  school  hel|)s  the  child  to  ;i|)- 
preciate  how  useful  the  |)olicein;iii  is  on 
crowded  streets,  on  stormy  days. 


78  SOCIALIZING    THE    CHILD 

c.  St.  Valentine's   Day  brings  an  interest   in 

the  postman. 

d.  A  fire  in  the  vicinity,  or  a  circus  coming  to 

town  suggest  appropriate  lessons. 

e.  Each  holiday  should  be  celebrated,  and  of 

course  anticipated  by  instructions  as  to 
its  purpose. 

B.  Emphasis  must  be  placed  on  personal  service. 

(children  need  to  get  the  feeling  of  appreciation 
and  gratitude  rather  than  an  intellectual 
knowledge  of  facts. 

Illustration: 

The  policeman  is  not  only  an  officer,  but  a 
real  friend  of  little  children. 

1.  He  helps  to  make  the  street  a  safe  place. 

2.  He  helps  little  children  to  cross  crowded 

streets,  or  icy  streets,  or  windy  streets. 

3.  He  helps  lost  children  to  find  their  homes. 

Questions: 

How  could  you  help  a  policeman? 
How  can  you  help  your  class? 
How  does  the  class  help  you  ? 
How  can  you  help  the  janitor? 
How  can  you  help  the  street  sweeper? 
Have  you  ever  seen  a  card  in  a  window 
with  "scarlet  fever"  on  it?     Who  placed 
it  there? 

C.  Comparisons  should  be  made  of  what  children 

have  seen  with  what  they  have  learned  from 
stories  or  classroom  instructions  in  regard  to  — 


FIRST   GRADE    WORK 


79 


1.  An  Indian  home. 

2.  Life  on  a  farm. 

3.  An  Eskimo  home. 

SUBJECT   MATTER  FOR   GRADE   I 

Home  Life 
L    The  Family  —  its  Members,  and  Duties  of  Each. 

A.  The  parents. 

1.  Supply  such  needs  as  — 

Shelter.  Toys. 

Food.  Books. 

Clothing.  Companionship. 

2.  Plan  the  family  pleasures  such  as  — 

Picnics  and  excursions. 
Vacation  outings. 
Family  celebrations. 
Week-end  holidays. 

B.  The  children  help  in  such  ways  as  — 

Being  prompt  at  mealtime. 
Helping  each  other  to  dress. 
Running  errands. 
Playing  with  and  guarding  l)aby. 
Taking  care  of  wraps  and  toys. 
Setting  table. 

C.  Activities  carried  on  in  iIh'  home  for  the  family  : 

Washing  and  ironing  clothes. 
Mailing  and  mending  clothes. 
Cleaning  and  caring  for  clothes. 
Cleaning  and  caring  for  the  iiome. 


■M 


Wt 


"•^>-, 


.^•fi 


^'^ 


J I 


.-1 


A  Gkhman  Castle. 


A  South  African  Hut. 


A  Swiss  Mountain  Home. 


"t       ._J'^ 


A  Japanese  Home.  A  Turkish  Palace. 

Types  of  Dwellinos. 


•-■/■ 


[80] 


FIRST   GRADE   WORK  81 

Baking. 

Cooking  and  preparing  meals. 

Marking  linen. 

Preserving  fruit. 

Selecting  linen  and  bedding  and  clothing 

suitable  for  summer  use.  > 
Selecting  linen  and  bedding  and  clothing 

suitable  for  winter  use. 

D.  The  location  of  the  home  in  regard  to  — 

Convenience  to  business  office. 
Convenience  to  school. 
Beauty  of  surroundings. 
Health  —  amount   of  light,   air,   and  sun- 
shine. 

II.    How  the   Occupations  of  Other  Individuals  Serve  the 
Family  Needs  and  the  Home  Life: 

Carpenter.  BaktM-. 

Plumber.  Iceman. 

Drayman.  Tailor. 

Newsboy.  Coal  dealer. 

Milkman  Hardware  merchant. 

(Jrocer.  Stationer. 

Shoemaker.  Printer. 

P'armer.  Expressman. 

ill.    What    the    Community    (i.e.    all    the    People)    Furnish 
for  the  Benefit  of  Everybody  (the  Public): 

Pure  water. 
Beautiful  parks. 


A  Wigwam. 


An  Eskimo's  Home. 


A  Fa  KM  House. 


A    \  n.i.Ai.K  HouHE. 


A  City  Home. 


.\n  .Vi'AKiMENT  House. 


Types  of  Dwellings. 


182) 


FIRST   GRADE   WORK  83 

Suitable  playgrounds. 
Clean  streets,  etc. 
Schoolhouses. 
Hospitals  for  the  sick. 
Homes  for  the  friendless. 

IV.    What  Each  of  the  Following  Does  for  Children : 

Policeman.  Health  officer. 

Fireman.  School  janitor. 

Street  sweeper.  Mail  carrier. 

V.    Comparison  of  City  Homes  with  — 

The  Indian's. 
The  Eskimo's. 
The  farmhouse. 

TYPE  LESSONS   FOR   GRADE   ONE 

I.    Conversational     lessons     in     connection     with     the 
family. 

A.  The  family  as  a  unit. 

The  child  needs  to  \r,ot  the  idea  of  a  "  group 
unit  "  hcfon;  he  can  understand  the  rela- 
tion of  one  unit  to  the  grouj).  For  con- 
veying this  idea,  the  teacher  should  use 
such  pictures  as  a  family  of  cats,  a  family 
of  squirrels,  a  family  of  ral)l)it,s,  etc.  These 
may  Ix-  ohtuinod  from  llic  collection  of 
Perry  pictures. 
1.  W'itli  a  picture  of  a  human  family,  teacher 
asks  such  questions  as  — 


TWU    Mu'iUi:.Hc>    AND     iHbltt    i' AMLL.ll:i:j. 


[84] 


FIRST   GRADE   WORK  85 

a.  What  do  you  see  in  this  picture? 

h.  Wlio  is  this?     And  this? 

[Teacher  uses  the  word  family,  asking- 
children  to  show  her  who  belong  to  the 
family,  and  to  point  as  they  tell.] 

2.  With  a  picture  of  a  family  of  animals,  e.g. 

bears,  teacher  asks : 
a.  What  kind  of  family  is  this? 
h.  Show  me  which  bears  belong  to  this  family. 

3.  Similar  work  with  other  families  of  animals. 

4.  Teacher  questions  the   child  about  his  own 

family  at  home. 
a.  Have  you  a  fainily  at  home? 
h.  Who  belong  to  your  family? 

B.  The  members  of  the  family  and  their  relations 
to  each  other. 
1.    lieview  the  animal  families,  naming  members, 

Illu.Htrations  : 

a.  Monkey  family.     (Use  picture  "  The  Sick 

Monkey"    included    in    llie    Perry    l^icture 

Company's  collection.) 

QuesHoii.s: 

Show  mo  the  motluM-  monkey. 
Do  you  tliink  she  loves  tlie  ba))y  monkey? 
What  ill  tlic  picture  makes  you  (liink  so? 
I>.  The  cat  family. 

Qucslions: 

Do  Vdii    tliink    the    inotlicr   cal     loves    her 

kittens? 
What  in  llic  ])ictun'  ninkes  you  think  so? 
I  )id  you  ever  see  a  real    mollicr  cat    with 

her  kittens? 


86  SOCIALIZING    THE    CHILD 

Did  she  make  you  think  she  loved  them  ? 
How? 
2.  Review  the  human  family.     (In  the  following 
lessons  refer  to  "Seven  Ages  of  Childhood," 
illustrated  by  Jessie  Wilcox  Smith.) 

Illustrations : 
(I.  The  mother.    (Use  picture  opposite  page  18.) 

Questions: 

Do  you  think  this  mother  loves  her  baby? 
What  in  the  picture  makes  you  think  so? 
TiOok  at  the  baby  and  tell  me  what  you 

think  the  mother  has  been  doing  for  it. 
Tell  me  what   kind    of   mother   you  think 

this  little  girl  has.     What  in  the  picture 

makes  you  think  so  ? 
Have  you  a  mother  at  home? 
Does  she  do  anything  to  make  you  happy? 
"Where  did  you  get  your  nice  dress? 
WTio  combed  your  hair  so  neatly? 
How  did  you  get  your  face  and  hands  so 

nice  and  clean  ? 
Did  you  have  breakfast  this  morning? 
Does  j^our  mother  do  anything  for  the  rest 

of  the  family  to  make  them  happy? 
Aren't  you  very  glad  you  have  such  a  good 

mother  in  your  home? 
h.  The  father, 
c.  The  brother. 
(L  The  sister. 

Questions: 

Who  is  this  in  the  picture  ?     Does  she  look 


FIRST   GRADE    WORK  87 

big  enough  to  do  something  to  make  the 
family  happy? 

WTiat  do  you  think  she  might  do  to  make 
the  baby  happy?  The  mother?  The 
father?     The  brother? 

Have  you  a  sister  in  your  home? 

Are  j^ou  a  sister?  Have  you  grown  big 
enough  to  make  anyone  in  your  family 
happy?  To-morrow  I  shall  ask  you  if 
you  have  been  able  to  make  someone 
in  your  family  happy  to-day. 

II.    Suggestions  for  an  Excursion. 

The  Shoe  Store 

[The  purpose  of  all  excursions  and  conversa- 
tional lessons  should  be  to  help  the  child  to 
understand  his  environment  and  his  own  relation 
to  it.  Hence,  the  point  of  departure  should 
always  be  the  object  or  experience  with  which 
the  child  is  familiar.] 

A.  Preparation. 

1.  iicgin  with  some  child's  pair  of  new  shoes,  or 

newly-solod  shoes,  or  a  discussion  of  shoes 
in  connection  with  the  change  of  seasons 
and  warm  winter  clothing.  Clet  the  children 
1(»  tell  what  they  know  about  shoes,  their 
purchase,  material,  making,  and   mending. 

2.  Tell  them  a  very  kind  storekeeper  has  invited 

them  to  his  store  to  see  his  shoes  and  learn 
how    shoes    are    mended.     Emphasize    the 


88  SOCIALIZING    THE    CHILD 

expected  kindness  and  courtesy  on  the  part 
of  all  wlio  accept  his  invitation.  Make 
clear  what  is  to  be  looked  for  in  the  shop, 
e.g.  materials,  tools. 

B.  The  excursion. 

1.  It   is  necessary  to  have  a  trustworthy  and 

obedient  person  at  the  head  and  foot  of  the 
line.  It  may  be  a  coveted  honor  for  a  child 
to  be  trusted  there,  because  of  street  cross- 
ings and  the  care  of  smaller  children. 

2.  At  the  store  it  will  be  necessary  for  all  to  be 

quiet,  unless  addressed.  The  teacher  will 
need  to  have  each  thing  of  interest  pointed 
out  and  named,  or  many  children  will  see 
very  little  for  themselves.  If  the  place  is 
small,  a  few  at  a  time  may  watch  the  work. 
They  should  know  the  names  of  materials 
and  tools  they  see  the  cobbler  using,  and 
have  a  little  time  to  watch  the  work  grow. 
On  leaving,  they  should  all  thank  the  store- 
keeper for  his  kindness. 

C.  Activities  in  connection  with  the  excursion. 

1.  The  next  day  ascertain  what  each  child  has 

gained  from  the  excursion.  A  good  way  to 
make  each  feel  equally  responsible  and  pre- 
vent one  from  monopolizing  the  conversa- 
tion is  to  have  a  child  describe  one  thing 
he  saw,  the  next  a  different  thing,  etc. 

2.  Draw  pictures  of  the  tools  on  the  blackboard, 

and  see  if  children  can  remember  their 
names  and  uses. 


FIRST   GRADE   WORK  89 

3.  Let  some  child  play  he  is  a  cobbler  and  do 

what  he  saw  the  cobbler  doing.  Let  others 
guess  what  he  is  doing.  Let  another  show 
something  else,  etc. 

4.  Show  pictures  of  a  cobbler  at  work  and  let 

children  tell  all  they  can  about  the  picture. 

5.  Show  a  picture  of  a  big  factory  and  tell  chil- 

dren that  most  of  our  shoes  are  made  in  a 
large  factor}^  with  machines. 

6.  Give  children  paper  and  pencil,  or  blackboard 

space,  and  let  them  draw  a  picture  of  a 
cobbler  doing  something,  or  of  the  shoe- 
store  window.  Have  children  hold  up 
finished  pictures  and  describe  them. 

7.  Have  children  cut  out  shoes  in  pairs,  free- 

hand, from  paper,  black,  white,  large,  small, 
higli,  low.  Mount  on  a  sheet  of  i^aper  on 
which  a  window  is  drawn  and  arrange  for 
the  window  display  of  the  shoe  store. 

8.  Let  children  put    some  in  boxes  in   pairs  and 

play  store.  Children  bu}'  and  sell,  make 
believe  fit  them,  and  pay  for  them. 

9.  Tcucli    song,     "The    Little    Wee    Man " — 

(iaynor. 
10.  Tell  stories  sucli  as  — 

"(loody  Two  Shoes." 
"M'hc  Fairy  Shoes." 

111.    Suggestions    for    a    Series    of    Lessons    in    Connection 
with  Farm  Life. 

A.  ( Icncrul  pn'iKiration. 

1.  The  cliild  must  have  clearly  defined  ideas  oi 


90  SOCIALIZING   THE    CHILD 

a.  Open  space  in  fields. 

/).  How    live   farm   animals   really   look   and 
act. 

c.  How  seeds  and  plants  grow. 

d.  Appearance  of  fruit,  vegetables,  grain,  and 

other  farm  products. 

e.  Simple  methods  of  transportation  by  bar- 

row%  w^agon,  train,  etc. 
2.  These  ideas  may  be  gained  in  the  following 
ways: 

a.  By  making  an  excursion  to  a  large  park. 

b.  By  visiting  the  county  fair. 

c.  By  planting  seeds,  in  window  gardens  or 

school  gardens  and  watching  the  plants 
grow. 

d.  By  noticing  the  appearance  of  fruit,  vege- 

tables, grain,  etc.,  as  they  may  see  them 
in  their  own  homes,  in  store  windows,  or 
in  the  schoolroom. 

e.  By  watching  for  evidences  of  how  farm 

products  are  brought  to  the  city. 

Note  to  Teacher.  —  An  excursion  to  a  farm 
would  naturally  be  the  most  satisfactory 
method  of  giving  a  basis  for  this  series  of 
lessons.  This  method  of  approach  is  seldom 
practicable,  however,  since  farms  in  the 
concrete  vary  much  and  often  depart  widely 
from  tlie  ideal ;  since  no  one  is  complete  ;  and 
since  they  cannot  always  be  easily  reached. 
Some  children  in  the  class  will  doubtless 
have  visited  farms  and  can  contribute  to  the 
(;lass  discussion  the  impressions  they  have 
received  of  a  dairy  farm,  a  truck  farm,  or  a 
stock  farm. 


FIRST   GRADE   WORK  91 

B.  Season. 

1.  The  work  should  be  begun  in  October  or  early 
November,  in  time  to  finish  the  series  by 
Thanksgiving  and  give  a  meaning  to  the 
celebration  of  that  festival. 

C.  Outline  of  a  lesson. 

1.  A  first  lesson,  meeting  the  child's  experience 
and  finding  out  what  he  knows. 

Show  an  apple.  Ask  where  it  probably  came 
from.  Trace  back,  step  by  step,  as  far  as 
the  child  can  go,  to  the  market,  the  farm, 
the  tree.  At  each  step  ask  children  if  they 
have  seen  a  market,  an  apple  tree,  etc.,  and 
have  them  tell  you  what  they  know  about 
it.  Have  pictures  of  an  apple  tree  in  fruit, 
of  apple  blossoms  in  color,  of  a  ladder, 
a  basket,  and  someone  picking  apples. 
Prints  or  rough  sketches  made  by  teacher 
on  board  with  colored  crayons  are  helpful. 

Cut  open  an  apple,  notice  the  seeds.  Ask 
what  they  are  good  for.  Recall  experi- 
ences witli  seeds  in  the  school  garden.  Ask 
children  what  they  suppose  these  would 
grow  iri(f)  if  they  were  planted.  Plant 
some  ill  :i  pot  of  oMrth  and  see  if  they  will 
grow. 

Various  activities  may  be  carried  on  in  con- 
nection with  this  lesson  on  the  apple. 
Teacher  may  ask  children  to  make  up 
stories  about  the  pictures  she  has  shown 
them.     Or  the  children  may  act  out  scenes 


92  SOCIALIZING    THE    CHILD 

from  the  story  of  the  api^lo  from  planting 
the  tree  to  picking  the  rii)o  applets.  They 
may  draw  pictures  illustrating  parts  of  the 
life  story  which  they  have  really  seen. 
They  may  see  which  can  cut  the  best 
picture  of  an  apple  from  paper  or  model 
the  best  one  in  clay.  (These  activities 
will  be  carried  on  as  language  work,  seat 
work,  drawing  or  manual  work.) 

2.  An  excursion  to  the  market. 

The  excursion  should  he  followed  by  a  dis- 
cussion of  the  various  objects  and  activities 
noticed  and  by  \vorking  out  the  same 
in  dramatic  play,  drawing,  cutting,  clay 
modeling,  etc.  Vegetables  and  fruit  or 
pictures  of  them  may  be  used  in  the 
classroom  to  strengthen  the  impressions 
gained.  The  discussion  should  bring  out 
how  these  vegetables,  fruits,  etc.,  look 
when  they  are  growing.  Teacher  or  chil- 
dren may  illustrate  by  drawing  tree,  vine, 
or  bush,  as  they  look  when  growing. 

3.  iVn  excursion  to  the  farm,  noting  hayfields, 

cornfields  with  ]iumpkins,  nut  trees,  brook, 
pond,  sheep,  ducks,  etc. 
Work  out  as  before. 

4.  A  study  of  grains. 
a.  Wheat. 

Trace  the  story  of  a  piece  of  bread  to  the 
wheat  field.  Show  wheat  stalks  in  head, 
grains  of  wheat,  flowers,  and  pictures  of 
wheat  fields. 


FIRST    GRADE    WORK  93 

Let  children  make  flour  by  pounding 
grains  of  wheat  with  a  mortar  and 
pestle  and  sifting  through  a  sieve. 

Let  children  chew  wheat  seeds. 

Show  j)ictures  of  farmer  preparing  soil  to 
plant  wheat.  Then  let  children  at  sand 
table  ]:)low  with  a  stick,  rake  and  harrow 
with  their  fingers,  and  make  believe 
plant,  relating  all  their  previous  observa- 
tions and  experience  on  the  subject. 
Let  them  lay  out  fields,  build  stick  fences, 
grow  fields  of  wheat  with  sticks,  cut, 
rake,  gather  in  sheaves,  tie,  stack,  cart 
with  cardboard  wagon  and  horse  to  a 
paper  barn,  etc. 
6.  Corn. 

This  lesson  should  be  conducted  similarly 
to  the  preceding  lesson.  Corn  stalks, 
corn  in  the  ear,  grains  of  corn,  corn  meal, 
and  pictures  of  cornfields  may  be  brought 
into  the  classroom. 
5.  Farm  animals. 
a.  The  cow. 

Start  with  a  bottle  of  milk.  Ask  (juestions, 
such  as  — 

\\  lici'c  (lid  it  cotiH*  from  ? 
^\'her(•  did  the  iiiilkiii;m  got  it? 
Where  did  the  farmer  get  it  ? 

Dramatize  the  activities  of  the  milkman  at 
the  sand  tMble  with  block  houses,  toy 
horse  ;iiid  wagon,  toy  bottles,  ;iiid  j)ap('r 
dolls. 


94  SOCIALIZING    THE    CHILD 

Show  toy  cow  and  pictures  of  cows,  taking 
care  about  size  impressions  for  children 
who  have  not  seen  cows.  Churn  real 
butter  in  a  quart  jar  and  make  cheese. 

b.  The  sheep  and  wool. 

Begin  with  child's  new,  warm,  winter  coat, 
another's  skating  cap  or  mittens  which 
you  hold  in  your  hand  and  test  by  touch. 
Teach  children  to  distinguish  wool  from 
other  materials,  by  touch,  when  blind- 
folded. 

Associate  picture  of  sheep  with  those  seen 
in  the  park. 

Recite  "  Baa,  Baa,  Black  Sheep  "  and 
"  Little  Bo-peep."  Dramatize  these 
rhymes.  Make  the  noises  that  sheep 
make. 

Feel  specimens  of  new  wool.  Twist  raw 
wool  into  a  thread.  Ravel  goods  woven 
from  coarse  woolen  thread.  Begin  exer- 
cises in  weaving. 

c.  The  horse. 

How  it  helps  the  farmer  and  others. 

How  it  is  cared  for. 

An  excursion  to  the  blacksmith  shop. 
6.  Sand  table  construction. 

Build  up  a  cooperative  farm  on  the  sand 
table,  letting  children  suggest  all  the  objects 
and  do  all  the  work.  Teacher  guides  with 
questions  to  keep  all  in  congruity.  A  sys- 
tematic way  to  begin  is  with  a  long  road 
leading   out    into    the   country   where   the 


FIRST   GRADE   WORK  95 

farmer  lives,  putting  it  through  the  middle 
of  the  sand  table.  Then  children  can  work 
all  around  the  table  on  either  side,  laying 
out,  one  by  one,  the  farmer's  house,  barn, 
chicken  coop,  pigpen,  duck  pond,  garden, 
orchard,  fields,  etc.  Toy  trees,  paper  dolls, 
sticks,  beads,  toy  and  cardboard  animals, 
wagons,  etc.,  made  by  the  children  as  con- 
struction work  previously,  will  add  interest 
and  reality  to  the  scene  when  completed, 
and  the  representation  will  give  the  chil- 
dren a  connected  and  unified  idea  of  scat- 
tered ))its  of  experience  and  information. 
This  scene  is  not  yet  enough,  for  the  children 
now  want  to  ])lay  out  farm  activities  on 
this  little  farm,  feed  the  chickens  and  ani- 
mals, take  them  to  the  brook  to  drink,  milk 
the  cow,  turn  her  out  to  pasture,  put  her 
in  shelter  for  the  night,  plant  and  harvest 
fields,  pick  apples,  gather  vegetables,  drive 
the  wagon  to  the  town  and  about  the  fields 
on  various  errands.  Through  lliis  play 
they  will  enter  more  fully  into  the  spirit  of 
farm  life  than  through  hearing  about  it. 
7.  Stories  about  fann  life  and  tliosc  which  em- 
phasize the  tying  logethcc  of  a  series  of 
activities  in  an  int(!rdependent  relationship, 
as  — 

"The  House  That  .lack  Huilt." 
"The  Old  Woman  and  Iler  IMg." 
George  Washington,  I  he  \  irginia  Planter. 
Thomas  Jefferson's  Merino  Sheep. 


96  SOCIALIZING   THE    CHILD 

REFERENCES  FOR  TEACHER  S  USE 
On  Community  Life. 

Carpenter,  Frank  G.,  How  the  World  Is  Housed. 
Carpenter,  P'rank  G.,  How  the  World  Is  Clothed. 
Carpenter,  Frank  G.,  How  the  World  Is  Fed. 
Chamberlain,  James  F.,  How  We  Are  Sheltered. 
Dunn,  Arthur  W.,  The  Community  and  the  Citizen. 
Button,  Maude  Barrows,  Fishing  and  Hunting. 
Button,  Maude  Barrows,  In  Field  and  Pasture. 

Descrilx's  child  and  animal  life  among  the  Eskimos  and  Indians 
and  in  the  Philippines  and  Alaska. 
HoLDEN,  Edward  S.,  Our  Countn/s  Flag. 
Jewett,  Frances  G.,  Town  and  City. 
Johnson,  George  Ellsworth,  Education  by  Plays  and  Games. 

On  Construction  Work  of  All  Kinds. 

Beard,  Lina,  and  Beard,  Adelia,  Little  Folks'  Handy  Book. 

Teaches  little  children  how  to  make  simple  toys  froiVi  empty 
spools,  clothespins,  kindling  wood,  etc. 
Boyd,  Ida  E.,  When  Mother  Lets  Us  Cut  out  Pictures. 
Buxton,  George  F.  and  Curran,  Fred  L.,  Paper  and  Cardboard 

Construction  for  Primary  (hades. 
Baniels,  Fred  H.,  School  Drawing. 

A  real  C(^rrelation. 
BoBBS,  Ella  Victoria,  Primary  Handwork. 
GiL,MAN,  Mary  Louise  and  Wii.mams,  Elizabeth  B.,  Seat  Work 
and  InduMrial  Occupations. 

A  practical  course  for  Primary  Grades. 
Henderson,  Anna,  and  Palen,  II.  ().,  What  and  How. 

A  systemized  course  of  liandwork. 
HoxiE,  Jane  L.,  Handwork  for  Kindergartens  and  Primary  Schools. 
.\ewell,   C.    E.,    Construction    Work   for   Schools   without   Special 

Equipment. 
Tkybo.m,  J.  Herman,  assisted  hy  O'C^^nner,  E.  F.  and  Wilson, 

.A.  Fl,  Cardboard  Cmistruction. 
Worst,  Edward  F.,  and  Keith,  Edna,  Educative  Seat  Work. 


FIRST   GRADE   WORK  97 


On  Picture  Books. 


Adelbokg,  O.,  translated   bj^  Wallas,  Ada,  Clean  Peter  and  the 

Children  of  Grithbijlea. 
Bedford,  F.  D.,  and  Lucas,  E.  V.,  Four  and  Twenty  Toilers. 
Bedford  F.  D.,  and  Lucas,  E.  V.,  The  Book  oj  Shops. 
Greenaway,  Kate,  Under  the  Window. 

Pictures  and  rhymes  for  children. 
Moore,    Clement   C.     Illustrated    by   Smith,    Jessie   Willcox, 

'Twas  the  Night  Before  Christmas. 
Smith,  Elmer  B.,  The  Circus  and  All  About  It. 
Smith,  Elmer  B.,  The  Farm  Book. 
Smith,  Elmer  B.,  Bob  and  Bctfi/  Visit  Uncle  John. 
Smith,  Elmer  B.,  The  Sea  Shore  Book. 
Smith,  El.mer  B.,  Chicken  World. 

Equally  charming  and  with  even  less  text  than  "The  Farm 

Book."     Humorous    though    not    greatly    exaggerated    colored 

pictures  of  scenes  in  the  lives  of  growing  chicks. 
Smith,  Jkssii;  Willcox,  and  Wells,  Carolyn.     The  Seven  Ages  of 

Childhood. 

On  Stories  and  How  to  Tell  Them,  also  Selections  of  Poetry. 

Bailey,  Carolyn  S.  and  I  j;\vis,  (  "i,au.\  .M.,  Fnr  the  Children's  Hour. 
Daily  progratn  of  gill  mikI  dcciip.it  inn  work. 

Bryant,  Sara  Cone,  Iloir  to  Tell  Slorir.s  to  Children. 

CoE,  Fanny  C.,  First  Book  of  Stories  for  the  Star!/  Teller. 

CofHSENS,  PenrHYN  W.,  Foeins  Children  Lore. 

HARRisf)N,  Elizabeth,  //;  Stori/  Loml. 

Hoi'KLNs,  \\ .  .].,  SanduKin:    If  is  Form  Stories. 

Proudfoot,  Andrea  IIofek,  Child's  Christ-Tales. 

Verhokik,  Caroline,  .1//  .\l>oul  Johnnie  Jones. 

'i'licsc  are  simple  realistic;  stories  that  rcflccl  I  lie  cx-cry-day 
experiences  of  real  life  ;  stories  which  beaut  ifidly  show  t  lie  process 
by  which  a  child  .id/ipts  himself  to  tlic  •-tniid.irds  of  society. 

Rioos,  Mrs.  Kate  Douoijvs  Wkjcjin  and  Smith,  Nora  Auciiih.mJ), 
The  Slori/   Hour. 


Chapter  V 

SECOND    GRADE    WORK 

PRACTICAL   SUGGESTIONS   CONCERNING  THE  WORK   OF 

GRADE  U 

In  the  work  of  the  first  year  the  child's  appreciation 
of  his  parents  and  other  members  of  the  family  has  deep- 
Results  ened  because  he  has  been  made  conscious  of 
of  First  j^Q^Y  much  they  help  him.  He  has  learned 
Work  ^^^^  each  occupation  has  a  definite  relation  to 

Summa-  himself  and  that  his  own  family  could  not 
"zed  supply    his   needs   without    help    from    others. 

The  interdependence  is  felt  by  him,  and  his  appreciation 
of  what  "  working  together  "  means  has  been  intensified 
in  his  daily  experiences  in  the  classroom  and  on  the 
playgroimd.  His  own  knowledge  of  pet  animals,  his 
experience  in  the  school  garden,  his  knowledge  of  what 
is  done  on  a  farm  and  what  we  get  from  a  farm,  lead 
him  to  see  that  human  beings  are  dependent  in  many 
ways  on  vegetation  and  on  animals,  wild  and  tame. 
His  "  self  "  has  expanded.  His  known  world  is  larger. 
He  feels  much  more  at  home,  since  he  can  appreciate 
what  the  conspicuous  elements  in  his  surroundings  are 
"  good  for  "'  and  that  he  is  an  important  helper  in  com- 
munity life. 

His  emotional  life  has  had  many  opportunities  to  ex- 
press itself  in  helping  to  celebrate  the  birthdays  of  school- 
mates,  and   the   holidays  of   the  nation,   and  in  trying 

98 


SECOND   GRADE   WORK  99 

to  put  himself  in  another's  place  and  become  the  person 
whose  action  he  tries  to  interpret.  At  one  time  it  was 
an  Eskimo  baby,  or  an  Eskimo  mother,  at  another  it 
was  a  farmer,  or  a  shoemaker,  or  a  motorman.  In  each 
case,  he  has  expanded  and  enlarged  his  own  emotional 
life  and  has  learned  how  to  appreciate  sympathetically 
people  unlike  himself.  To  try  to  show  how  a  grief- 
stricken  mother  feels,  or  how  she  sings  a  lullaby,  or  rocks 
the  cradle,  how  the  Indians  dance  to  express  their  joy, 
how  a  command  or  a  hospitable  invitation  is  given,  or 
an  entreaty  is  made,  has  helped  the  child  to  gain  concep- 
tion of  mood,  of  motive,  of  cause  and  effect,  and  made 
them  stand  out  in  relative  proportion.  Such  experiences 
illuminate  much  that  will  help  later  in  controlling  his 
imagination  according  to  fixed  principles.  To  control 
the  imagination  is  a  prere(|uisite  to  any  serious  study 
of  histor>',  for  the  student  of  history  nmst  approach 
sympathetically  the  past  that  he  has  never  seen  if  he 
hopes  to  get  a  picture  of  it  that  is  real  and  true.  If  he 
wants  to  relate  to  others  what  he  has  made  real  to  him- 
self, he  must  be  able  to  portray  vividly  and  make  his 
account  both  attractive  and  pleasing  as  well  as  true  to 
the  period  of  time  and  place  in  which  the  events  occurred. 
The  fairy  tale  may  ignore  dates,  escape  laws,  deligiit  in 
the  improbable,  and  even  record  the  impossil)le.  The 
historic  tale,  no  matter  liow  interesting,  how  full  of 
movement  and  life,  can  be  neither  inii)rol)able  nor  im- 
possible. Every  item  in  it  must  be  tf^sted  and  verified. 
Consequently  each  step  that  the  child  makes  toward 
controlled  imagination  is  a  decided  gain  as  a  basis  for 
future  history  study. 

The  ahn  in  the  second  year's  work  is  to  see  that  the 


n. 


100  SOCIALIZING   THE    CHILD 

children  gain  definite  notions  of  liow  progress  toward 
Aim  in  the  ^^^tter  ways  of  living  is  made  possible.  All 
Work  of  work  in  the  second  year  must  still  appeal  to  the 
Grade  II  combined  energy  of  heart,  head,  and  hand  in 
order  to  develop  the  child's  own  personality  and  at  the 
same  time  increase  his  social  serviceableness.  One  of 
the  easiest  ways  of  bringing  about  such  a  result  is  to 
introduce  him  to  primitive  man  and  his  environment  and 
the  problems  which  confront  him. 

The  contrast  between  the  conditions  under  which 
primitive  man  lived  and  those  under  which  the  child  is 
The  "^^^  living  is  so  great  that  the  child  sees  a  dif- 

study  of  ference  at  once.  In  making  comparisons,  he  is 
Primitive  constantly  using  the  experience  gained  by  last 
M  "  f  y®^^'*^  work.  He  gradually  begins  to  realize 
the  Con-  ^^^'^^^  inventions  are  a  response  to  meet  the 
ception  of  needs  of  society,  and  since  the  manner  of  living 
Progress      j^^  ^j^^  ^-j^^  q£  primitive  man  was  so  simple  in 

character  the  old  way  of  solving  such  a  problem  as  getting 
food  and  the  new  way  of  performing  the  same  task  after 
the  invention  was  made  are  both  within  the  child's  com- 
prehension. Gain  or  progress  can  be  appreciated  and 
its  consequences  felt.  For  example,  the  bow  and  arrow, 
or  the  weighted  spear  bi-ing  advantages  to  the  inventor 
that  a  child  can  comprehend.  So  does  the  discovery  of 
how  to  make  fire  and  how  to  keep  fire.  He  can  be  led 
to  appreciate  why  a  cave  is  a  more  desirable  home  than 
a  tree  top.  Every  activity  of  primitive  man  selected 
for  instruction  appeals  strongly  to  the  child  because  he 
is  interested  in  how  food  is  obtained,  how  it  is  prepared, 
how  shelter  is  secured,  and  how  the  dwellings  and  the 
clothing  are  made. 


SECOND    GRADE    WORK  101 

The  crudeness  of  it  all  is  a  challenge  to  his  own  inven- 
tive powers  and  stimulates  him  to  try  to  make  awls, 
hammers,   throwing    sticks,  bows  and   arrows,    .  x  ^^  ^ 
and    baskets,    as   primitive   man    made   them.   Basis  for 
He  is  more  than  willing  to  go  on  an  exploring  History 
expedition  to  find  nuts,  berries,  and  roots  that  a^^d  <5eog- 

,  _.       ,  ,  .  ,        raphy 

are  good  to  eat.  In  these  outdoor  excursions  he 
is  getting  valuable  experience  in  regard  to  his  own  natural 
environment  and  laying  a  foundation  that  will  make 
him  a  more  intelligent  student  of  both  history  and  geog- 
raphy. He  is  prepared  to  see  that  the  inventor  of  a 
new  tool,  or  the  discoverer  of  a  new  process  that  makes 
life  easier  for  these  people,  would  be  a  hero.  Only  the 
capable  man,  the  alert  and  the  persevering  man,  could 
find  out  the  better  process,  discover  the  clue  to  a  situ- 
ation that  was  puzzling,  improve  an  old  tool  or  make  a 
new  one;  conseciuently  tliis  power  calls  forth  admiration 
from  the  others.  The  benefits  received  make  the  tribe 
or  clan  grateful,  and  so  the  hero  would  receive  both  the 
honor  and  the  glory  that  every  hero  deserves. 

The  child  can  also  be  led  to  see  that  even  in  these  early 
tribes  of  human   beings   the  sick    were  given   food,    the 
swiftest    did   the  hunting,   and   the  less  active   (3)  As  a 
gathereci   fruit    or   nuts.     There   was  some  ex-   Means  to 

,  r  1  ••  J  •  1-      the  Con- 

cliangc    ot    work,    some    coof)eration,  some  di-   ceptlon  of 

vision    of    labor.      W'licti    these    jx'ople    le:irn«'(l    Coiipera- 

to  cultivate  plants  and  to  domesticate  animals,    ^ion 

they  wen;  overcoming,  con(juering,  and  controlling  their 

enviromnent.     Kaeh   advance  stej)  in  gaining  control   of 

nature   meant    an   onward   step  in    progress.      Men    nnist 

have  been  inoH' intelligent  than  I  he  luMite  beasts  by  which 

they  were  surroundeil  or  they  could  ne\er  lia\('  discovered 


102  SOCIALIZING    THE    CHILD 

the  way  to  do  these  things,  but  no  matter  how  intelhgent 
they  were,  if  they  had  not  agreed  "  to  work  together  " 
they  could  not  have  conquered  nature.  Men  in  organized 
society  can  do  such  things,  but  no  man  acting  in  isolation 
could  achieve  any  such  result,  no  matter  how  great  his 
mental  capacity.  It  is  only  by  combinations  of  united 
effort  that  natural  resources  can  be  controlled  so  that 
protection  from  danger,  the  care  for  the  helpless  or  the 
weak,  the  acquisition  of  food  and  shelter  may  be  se- 
cured. To-day  we  have  soldiers  and  farmers,  carpenters 
and  blacksmiths,  people  who  make  houses  and  people 
who  make  hats,  people  who  make  pins  and  people  who 
paint  pictures.  As  a  rule  man  becomes  strong  in 
proportion  to  the  strength  of  the  associations  which  he 
forms.  No  man  in  isolation  has  ever  yet  reached  his 
highest  development,  and  great  progress  is  possible  only 
in  an  organized  community  or  nation.  A  highly  civilized 
state  is  not  only  difficult  to  gain,  but  it  is  difficult  to  re- 
tain. 

The  following  elementary  stages  by  which  civilization 
is  reached  can  be  made  fairly  intelligible  to  second-grade 
children  : 

1.    The  early  leaders    must   have  been   men  of  great 

courage   and   bodily    vigor  so   as   to   resist   the   attacks 

of   enemies  wliether   human  or   brute.     They 

St&C6S  of      •  . 

Progress  must  have  been  inventive :  to  find  the  best 
Toward  hunting  grounds,  devise  the  best  ways  of 
Civihza-  killing  game,  and  secure  abundant  supplies  of 
food ;  to  fashion  tools  and  domestic  utensils ; 
to  choose  the  sites  for  villages  and  make  the  clearings ; 
to  undertake  the  domestication  of  animals  and  the 
cultixation  of  plants. 


SECOND    GRADE   WORK  103 

2.  Comniiinication  with  other  communities  probably 
shortened  the  time  required  to  secure  the  bare 
necessities  of  food,  shelter,  and  clothing. 

3  Protection  of  life  and  property  for  the  common  or 
general  good  of  the  whole  community  had  to  be 
secured. 

4.  When  some  men  could  procure  the  necessary  food, 
shelter,  and  clothing  for  their  families,  and  have 
leisure  for  reflection  and  study  and  were  willing  to 
devote  their  acquisition  of  knowledge  to  the  general 
welfare,  the  progress  was  more  rapid. 

5.  Men  were  enabled  to  have  more  leisure  in  the 
following  ways : 

Progress   in   the  improvement   of  tools. 
The  change  of  motor  power  from  man  to  beast. 
Making  the  wind  and  the  running  water  do  what 
man  once  did. 

6.  The  discovery  of  how  to  use  and  to  keep  and  to 
make  firr  not  only  gave  control  over  animals,  on 
account  of  their  fear  of  fire,  but  improved  the  con- 
ditions of  living  in  many  other  ways  which  young 
children  can  appreciate. 

At  the  close  of  th(;  year  the  child  ouglit  to  hav(>  gained 
considerable  insight  as  to  how  progress  takes  place,  what 
I)roiiiotes  it,  and  what  retards  it. 

TEACHER'S  OUTLINE  OF  SUBJECT  MATTER  FOR  GRADE  TWO 

1.  Rapid  Review  lor  t  lie  piir|)ose  of  stimulating  chil- 
dren to  recall  tlic  work  in  (iiadc  1  and  their 
experience  during  vacation  in  travel  and  in 
methods  of  transportation. 


104  SOCIALIZING    THE    CHILD 

Questions: 

With  what  does  the  family  provide  us? 

(Home,  food,  clotliing,  books,  toys,  pleasures, 
etc.) 
What  do  the  farmers  provide  for  everyl)ody? 
(Grain,  vegetables,  fruit,  nuts,  eggs,  chickens, 
butter,  milk,  hay,  cattle,  horses,  sheep,  etc.) 
What  do  the  farmers  buy  at  the  stores  when 
they  come  to  the  city? 

(Groceries,    clothing,    kitchen   utensils,   farm- 
ing tools,  furniture,  bedding,  etc.) 
How  do  the  merchants  deliver  goods  to  the  homes 
within  the  city  ?     W^hat  conveyances  are  used  ? 
How  are  the  farm  products  brought  to  the  city? 

11.    Primitive  Man  Before  He  Had  Fire. 

[Ask  the  children  to  tell  anything  they  can  about 
him.  Some  may  have  had  instruction  in  their 
own  homes  concerning  this  stage  of  man's 
development.  Make  the  most  of  any  contri- 
butions offered.] 

A.  The  appearance  of  the  tree  dweller's  country.' 

1.  Dense  forests. 

2.  River  valleys. 

3.  Wooded  hills. 

B.  How  the  tree  dweller  lived. 

Questions: 

Why  did  he  not  live  on  the  ground? 
What  kind  of  animals  could  he  see? 

*  Use  sand  table  to  help  in  picturing  how  it  would  look. 


SECOND   GRADE    WORK  105 

Have  you  ever  seen  such  animals?  Have 
you  seen  tame  cattle?  Have  you  seen 
very  young  calves? 

How  could  the  tree  dwellers  take  care  of 
their  babies?  ^^^lere  would  the  mother 
get  the  cradle?  Could  she  get  it  at  a 
store?     How  could  she  make  one? 

How  could  she  do  her  se\\ang?  Could  she 
buy  needles,  tliimble,  thread?  What  did 
she  use  for  thread?  What  could  she 
use  for  a  needle? 

Did  the  children  go  to  school?  Wliy  not? 
What  would  the  children  need  to  learn? 
(There  were  no  books,  there  were  no  news- 
papers ;  so  of  course  it  was  not  necessary 
to  learn  to  read.)  Suppose  you  were  a 
primitive  woman,  what  would  you  want 
to  teach  your  ciiildren? 


C.    Food. 


Quest  ions: 

Wlicrc  would  the  tree  dweller  get  his  food? 
(Tlicrc  were  no  gardens,  or  farms,  or  mar- 
kets.) What  could  he  liiid  growing  wihl'.' 
(I"'niit,  nuts,  wild  roots.)  How  could 
he  get  <'gM;s  or  meat?  (iiird's  eggs, 
young  animal.'^.)  (  OuKI  priniitiNc  man 
ha\'e  veal'.'  Ilow  could  lie  innoNc  the 
skin  of  un  aiumai?  Ila\('  >'ou  cxcr  seen 
a  stone  knife?  Where?  Have  you  ever 
seen  cattle  drinking  from  a  stream? 
Have  you  ever  seen  anyone  milking  cows? 


106  SOCIALIZING    THE    CHILD 

Could  primitive  man  milk  the  cows  that 

he  saw? 
(Give  children  an  opportunity  to  ask  ques- 
tions and  other  children  an  opportunity 

to    answer.     Stinmlate    curiosity    in    all 

directions.) 
Whsii  tools  did  he  use  in  getting  food? 

(His    own     hands ;      claws    of    animals ; 
clubs.) 

(His  own  teeth ;    teeth  of  animals ;    and 
stones.) 

(His  own  nails ;   bones  of  animals.) 
Could  he  cook  his  food?     Name  some  roots 

and  berries  that  we  eat  raw.     Where  do 

they  grow? 

D.    Clothing. 

1.  Ornaments  —  kinds. 


2.  Troi)hies. 

3.  Skins  of  animals. 

4.  Feathers. 


No  one  could 
wear  them  unless 
he  was  brave. 


111.    Primitive   Man  Sees  a  Fire  and  Does  Not  Know 
What  It  Is. 

Questions: 

Suppose  you  were  a  tree  dweller  and  had 
never  seen  a  fire,  and  then  one  day  you  saw 
a  whole  forest  ablaze ;  what  would  you 
think  it  was?  What  would  you  fear  most 
if  you  were  a  tree  dweller?  Have  you 
ever  seen  a  fire  that  was  not  made  by 
man? 


SECOND    GRADE   WORK  107 

A.  How  a  fire  might  be  produced  when  no  man 

knew  how   to  make  it  and  there  were  no 
matches. 

1.  By  lightning. 

2.  By  volcanoes. 

3.  By  falling  rocks. 

4.  By  friction  of  dry  bamboo  stems  in  a  high 

wind. 

B.  Traditional    stories    and    myths    telling    how 

people  obtained  fire. 

1.  Greeks  believed  it  came  down  from  Heaven. 

They  called  lightning  flashes  Jove's  thun- 
derbolts.    (See  story  of  Prometheus.) 

2.  Some    tribes    in    the    Pacific    Islands    still 

think  it  was  brought  up  from  the  lower 
regions  by  their  god,  Massi,  who  learned 
the  secret  of  making  it  by  rubbing  two 
sticks  together. 

3.  Natives  of  Tonga  Islands  still  believe  that  the 

god  of  the  earthquake  is  also  the  god  of  fire. 

4.,  Some  American  Indians  say  that  when  the 
buffaloes  galloped  over  the  prairies  they 
set  the  grass  ablaze  by  the  sparks  from 
their  hoofs,  and  that  was  the  first  fire. 

.').  Sfandiiiavians  lielicN'ed  that  tli(>  god  Thoi- 
held  a  mallet  in  one  hand  and  a  Hint 
in  the  otiier  and  with  tiicin  made  a  fire. 

f».  Ancient  Peruvians  believed  that  one  of  tlicir 
gods  lnirle(i  stones  with  a  sling.  They 
callf'fl  lightning  flashes  "the  god's  chil- 
dren." 


108  SOCIALIZING    THE    CHILD 

IV.    Primitive  Man  Learns  to  Save  Fire  and  to  Use  It. 

A.  Wliat  he  learned  to  use  it  for. 

1.  He  could  warm  his  body  with  it. 

2.  He  could  dry  his  clothing  with  it. 

3.  He  could  conquer  animals  with  it,   for  they 

were  afraid  of  fire. 

4.  By  means  of  fire  he  procured  a  cave  for  a  home, 

and  so  he  could  live  more  comfortably. 

5.  He  could  cook  and  preserve  food  with  it. 
a.  Boil  food.  c.   Dry  fish. 

h.  Bake  meat.       d.  Smoke  meat, 
(i.  He  could  drive  away  noxious  insects. 

7.  He  could  drive  away  venomous  serpents. 

8.  He   could    clear   the   forests   and   jungles   of 

malaria  by  fire. 

B.  Result  — a  degree  of  cooperation. 

1.  Because    people    collected    around    the    fire 

in  groups   (clans)   to  be  safe,   a  better  life 
became  possible. 

2.  Then  people  learned  how  to  live  together  and 

to  be  of  service  to  each  other. 

Suppose  all  our  fires  should  go  out  some 
day  and  no  matches  could  be  found  and 
no  one  could  remember  how  to  make  fire, 
what  would  you  eat?  How  would  you 
heat  your  house?  How  would  you  light 
the  streets?  Could  you  ride  on  the 
railroad  trains?  Name  all  the  ways  in 
w'hich  we  use  fire. 


SECOND   GRADE   WORK  109 

V.    Primitive  Man  Learns  How  to  Make  Fire. 

A.  By  the  friction  of  sticks. 

1.  Moving    witli     the   grain    (called    plo^^^ng, 

used  by  Polynesians). 

2.  Moving   across   the   grain    (called   sawing, 

used  in  bamboo  regions  by  Malays). 

3.  Twirling  (most  interesting). 

B.  By  striking  pyrites,  or  stone  containing  iron, 

with  flint. 

VI.    Modern  Man's  Use  and  Control  of  Fire. 

A.  Great  service  fire  renders  to  us  now. 

1.  It    illuminates    houses,    streets,    subways, 

tunnels,  etc. 

2.  It  heats  our  houses,  trains,  schools,  public 

buildings,  etc. 

3.  Il  moves  cars  upon  the  railroad. 

4.  It   makes  possi))le  the  rails  upon  which  the 

cars  run. 

5.  It  moves  steamships  on  the  ocean. 

().  It  moves  automobiles,  and  enables  us  to 
have  flying  machines  and  all  kinds  of 
manufactures. 

B.  We  do  not  need  to  save  fire  because  we  ha\(^ 

HO  many  ways  of  making  it  and  matches  are 
so  cheap. 

C.  Ways  in  which  fire  may  injure  us. 

QiiPHlionH: 

Have  you  ever  seen  a  prairie  (ire? 
Have  you  ever  seen  a  forest  fire? 


no  SOCIALIZING    THE    CHILD 

Have  you  ever  seen  a  building  on  fire? 
What  can  be  done  to  prevent  such  damage? 
In   what  ways  can  the  community  protect 

itself  from  fire? 
Make  a  list  of  all  the  ways  in  which  children 

may  help  to  prevent  fire  and  see  who  will 

have  the  longest  list. 

D.    How  we  protect  ourselves  against  loss  from  fire. 

1.  The   community   taxes   itself  to  support  a 
fire  department. 
a.  All  the  stations  are  built  and   equipped 
by  money  that  is  contributed  by  the 
tax  payers. 

Questions: 

How  many  engine  houses  have   you 

seen? 
Have  you  seen  the  ladders? 
Have  you  seen  the  ropes? 
Have  you  seen  the  life  nets? 
Have  you  seen  the  hose? 
Have  you  seen  the  axes? 
Have  you  seen  the  engine? 
Have  you  seen  the  tender? 
How  do  you  send  in  an  alarm? 
Can  you  call  up  the  fire  department  by 
telephone? 
h.  The  firemen. 

Questions: 

Are  the  firemen  paid  for  their  services? 
Who  is  the  chief  of  our  fire  depart- 
ment? 


SECOND    GRADE   WORK  111 

What    does   he   do   when   there   is   a- 

fire? 
What  do  the  firemen  do? 
What  do  they  do  at  the  engine  house 

between  fires? 
Tell     true     stories     of     tlie     heroism 

of  firemen  at  fires  that  have  occurred 

within  your  experience.^ 

2.  The   community   requires   the   builders  to 

put  up  fire  escapes  on  public  buildings 
and  to  have  outside  doors  open  outwards. 

Questions  : 

How  do  the  schoolhouse  doors  open? 

What  difference  does  it  make? 
Where  are  our  fire  escapes? 
If  a  fire  should   break   out   now   what 

would   be   the   wisest   thing   to   do 

first  ?     Whose    orders    should    you 

obey  ? 

3.  Ways  in  which  the  little  chiklren  assist  the 

comnmnity  in  preventing  fires. 

a.  By  care  of  matches,  oily  rags,  and  dust 

cloths. 

b.  By  care  of  bonfires,  firecrackers,  alcohol, 

etc. 
(Stories  (jf  fires  caused  by  careless  use 
of  matches.     We  have  safety  matches 
now  ;   does  everybody  use  them?) 

4.  Ways  in  which    parents   and    servants   can 

hcl|)  to  |)r(!vent  fires. 

'  Note  to  Tea<:hek.    .See  aampU'  atory  at  close  of  this  outline. 


112  SOCIALIZING    THE    CHILD 

a.  Care  of  gasoline  cans. 

b.  Care  of  kerosene  cans. 

c.  Keepinjj;  basement  clean. 

d.  Keepinfi^  oily  rags  in  a  safe  place. 

e.  Keeping  fire  escapes  clear. 

5.  Ways  in  which  schools  help. 

a.  By  having  fire  drills  so  that  children  can 

become  skillful  in  obeying  orders, 
acquire  speed  in  their  movements,  and 
learn  to  keep  mouths  closed  tight  in 
passing  out. 

b.  By  keeping  the  building  clean. 

c.  By  keeping  the  fire  escapes  in  repair  and 

clear. 

6.  How  policemen  help  to  prevent  fires. 

a.  The  police  stations  —  where  located  ? 

b.  How  is  a  policeman  called  when  needed? 

c.  Kinds  of  policemen. 

(1)  Mounted  and  unmounted. 

(2)  Park  police. 

(3)  Health  police. 

(4)  Traffic  police,  etc. 

7.  Ways  in   which   insurance  companies  help 

to  distribute  the  loss  caused  by  fire. 

A   TRUE   STORY    IMIIEFLY   TOLD   TO   SHOW    THK    NEED 

OF  FIREMEN 

A  .small  villaji;('  in  lujithcrn  New  Jersey  had  no  fire  depart- 
ment. The  people  said,  "We  don't  need  any  fireinen.  Our 
houses  never  get  on  fire.  Wli(»  ever  saw  a  fire  in  this  town?" 
Only  a  few  days  later  everybody-  in  tliat  town  saw  a  fire.  Nor 
will  anyone  who  saw  it  ever  forget  it.     This  is  how  it  happened. 


SECOND   GRADE   WORK  113 

One  Sunday  morning  in  the  windy  month  of  March  a  long  oil 
train  was  climljing  a  steep  grade  on  a  mountain  side  above  the 
village.  There  were  sixty  carloads  of  oil.  One  engine  was  pull- 
ing the  train,  and  another  engine  in  the  rear  was  pushing  it 
up  the  hill.  When  the  last  oil  car  reached  the  very  top  of 
the  hill,  the  engine  in  the  rear  cut  loose  because  it  was  no 
longer  needed.  Surely  one  engine  could  take  the  train  down 
the  grade  easily.  One  engine  had  taken  it  down  again  and 
again. 

But  this  time  something  unusual  happened.  A  coupling 
snapped  between  car  thirty-seven  and  car  thirty-eight.  The 
engine  and  thirty-seven  cars  were  going  down  the  hill  chased 
by  twenty-three  cars  without  any  engine.  There  were  twenty- 
three  cars  running  away  on  a  down  grade  of  a  mountain  side  and 
every  car  fillocl  with  oil.  The  engineer  did  not  know  what  had 
happened.  A  brakeman  saw  the  coupling  break  and  tried  to 
signal  the  conductor.  In  his  excitement  he  gave  the  wrong 
signal.  The  signal  given  was  to  stop.  The  engineer  had  the 
brakes  applied,  and  the  front  train  halt(Ml  just  at  the  village. 

Then  the  people  of  the  village  heard  a  ci-ash  followed  by  a 
shattering  blast.  I'\)ur  oil  cars  were  smashed.  <>il  was  gush- 
ing forth  in  streams.  Then  an  explosion  with  a  noise  that 
sounded  like  a  cannon  shot  was  heard.  Burning  oil  came  down 
on  the  fields,  on  the  trees,  on  the  house  tops.  A  larg(>  tire 
column  shot  up  into  the  air.  It  was  Uh\  by  the  oil  flowing  toward 
it.  Streams  of  fire  rolled  down  the  hill  int.o  the  village.  Whole 
torrents  of  blazing  oil  fift.een  feet,  high  swept,  right  through  the 
stn^ets  of  the  village.  Mouses  burst  into  flame  (luilc  as  rapidly 
as  electric  lights  appear  in  a  village  at  nightfall.  Tlie  warehouse 
w.'us  burned.  All  the  buildings  across  t  lie  t  racks  Imi  ikmI.  'I'lieii 
the  hardware  store,  a  carpenter's  shoj).  and  a  hot.el  ;  then  two 
other  stores  and  a  restaurant,  were  all  burning  at.  once.  The 
fences  were  burning.  The  trees  were  burning.  Th<'  poor 
people  were  in  a  pitiable  condition  with  no  trained  fire  fighters 


114 


SOCIALIZINC,    THE    CHILD 


until  the  trained  firemen  from  two  neighboring  cities  came  to 
help  the  unfortunate  village.  No  community  is  really  safe 
unless  it  has  men  trained  to  fight  fire. 

VII.    Progress  of  Primitive  Man  After  He  Learns  How 
to  Save,  Use,  and  Make  Fire. 

A.   What  the  children  had  to  learn. 

1.  To  secure  food. 

2.  To  protect  themselves  from  wild  animals. 

3.  To  hunt  and  to  fish. 


Pkepauing  a  Skin. 


B.    Occupations  of  the  grown  people. 

1.  Making  baskets. 

2.  Making  tools  such  as : 


SECOND    GRADE    WORK 


115 


c 


Stone  hammers  with  handles 
Stone  knives  with  handles. 
Stone  spears  weighted. 
Strap  fire  drill  and  bow  drill. 
Snares  and  pitfalls. 
Harpoons  from  aiitlers. 
The  spear  noose. 
Poisoned  spearheads 
The  throwing  stick. 
Dressing  skins. 
a.  Tools  used : 

Stone  knife. 

Stone  scraper 

Stone  saw. 

Bone  awl. 


See  pictures. 


Chippeu 

Implement 

OF  Early 

Man. 


Indian  Knife 

WITH  Handle. 

(Oregon.) 


Stone  maul. 
Stone  flaker. 
Stone  comb. 
Bone  needle. 
b.  How  it  was  done. 

(1)  By  scraping  the  inner  side. 

(2)  By  rubbing  the  inner  surface  with  fat. 

(3)   By  drying  the  skin  in  the 

sun. 
M)   Later  they  learned  — 
To  stretch  the  skin  on  a 

frame. 
To  roughen  tlic  inner  side 
by    scraping    it    cross- 
wise. 
To  soften  it   by  beating,  by  1  reading,  or 

by  chewing. 
To  flatten  seams  with  sandstone. 
To  polish  the  skin. 

(Use    pictures    to    make    above    points 
clear.) 


Uui>K    \x,   Uafild   (.'uiPPtU 

I.MPLKMENT. 

i.Mofloru  Indian.) 


116 


SOCIALIZING    THE    CHILD 


Making    clothing. 

a.  By    lacing    skins    together    with    sinew 

thread. 

b.  By  selecting  tough  skin  for 

sandals  and  moccasins. 

c.  By     braiding     grass     for 

sandals. 

d.  By   using  strips  of  skins 

for  leggings. 

e.  By    using    branches    for 

snowshoes. 
Guarding  the  cave  dwelling 
from  wild  animals. 


C.    Travel  and  Transportation. 


Woven   Sanual 

FROM  A  Cave  in 

Kentucky. 


1.  Conveyance  by  land. 
a.  Persons  carried : 

(1)  Those  in  authority. 

(2)  The  sick  or  wounded. 

(3)  Small  children. 
(All  others  walked.) 

6.   Footgear    and    accessories    to    walking, 
running,  or  climbing. 

(1)  Snowshoes. 

(2)  Sandals  to  protect  feet  from  stones, 

(3)  Leggings  to  prevent  snake  bites. 

(4)  Moccasins  to  protect  from  thorns,  etc. 

(5)  Boots  in  cold  regions. 

(6)  Socks  of  soft  grass. 

(7)  Stilts. 

(8)  Staff   or   walking   stick  (notched  or 

forked  at  top  as  a  rest). 


SECOND   GRADE   WORK  117 

(9)   Ladders  of  rope  or  bamboo  used  in 
climbing. 

c.  Burden  bearing  by  one  person  on'land. 

(1)  Burdens  were  carried  — 
On  the  head. 

On  the  shoulder. 

On  both  shoulders. 

On  the  arms. 

On  the  back. 

Suspended    from   the   forehead   and 

rested  on  the  back. 
Suspended  from  the  shoulder. 

(2)  Inventions : 

The  pad  for  the  head. 

The  forehead  pad. 

The  porter's  knot. 

The  yoke. 

The  market  basket. 

The  kiiai)sa('k. 

The  burden  Ijasket. 

The  panniers. 

The  haversacks. 

The  gripsacks,  etc. 

(Use  pictures  to  make  this  clear.) 

d.  C'ooperative  l)ur(len  carrying  by  lanil. 
2.  Conveyance  by  water. 

a.  Individual  locomotion. 

(1)  Svvinuning. 

(2)  Use    of    floats    made    of    bundles    of 

reeds  or  inflated  goat   skins. 

(3)  Use   of   life    |)n'servers   of   bladders, 

or  light  wood. 


EsjiiiMos. 


[118] 


SECOND   GRADE   WORK  119 

(4)  Riding  on  a  log. 

(5)  Riding  on  a  scooped-out  log. 
h.  Traffic  upon  the  water. 

(1)  Boats,  rafts,  and  coracles  propelled 

by  poling,  paddling,  sailing,  row- 
ing, cordeling,  or  tracking. 

(2)  Use  of  carrying  places  or  portages 

around    falls,    etc.,    or    from    one 
stream  to  another. 

VIII.    The  Eskimos  of  Arctic  America. 

A.  Their  dwellings  in  winter  and  in  summer. 

1.  How  they  look. 
a.  Front  view. 
h.  Ground  plan. 

c.  Section. 

d.  Interior  view. 

2.  How    they   are   made,    and    the   materials 

used. 

B.  The  children. 

1.   How  llicy  play. 

n.  With  puppies. 

h.  With  dog  whips. 

c.  With  luirncssos. 

(I.  With  sleds  made  of  ice. 

e.  With  wlialohono  hows  and  arrows. 
/.  Ivciiidocr  liniit  in^;. 

(/.  ivoliiiig  down  jiill. 

//.  Placing. 

i.  .Iuni|)ing. 

j.  "  San(l-l)ag  hall." 


Use    pictures    and    sand 
table. 


liUTcau  of  Amirican  lilhtwlouu.  Jli'tbiui   :',,  I'lalL  I 

Adobe  Dwellings  of  the  San  Xaviek  Papago. 


[120] 


SECOND   GRADE    WORK  121 

2.  How  they  work. 

a.  Chinking  and  banking  the  house. 
h.  Feeding  the  dogs, 
c.   Driving  the  dogs. 

3.  How  they  are  clothed. 

a.  Material  used  for  clothing. 
h.  How  their  clothing  is  made. 

C.    Their  acquaintance  with  the  white  men. 

Questions  : 

What  do  they  get  from  the  white  men? 
How  do   these   tools  and   implements   help 

the  Eskimos? 
What    does    the  white  man   get  from   the 

Eskimos? 

IX.    The  Indians  of  the  United  States. 
A.    Their  habitations. 

1.  I  )(»p('H(loiice    on    immediate    surroundings 

for    material    out    of    which    they    make 
t hcii'  houses. 

2.  Stage  of  jjrogress  indi(tated  by  their  house 

life  and   domestic   institutions. 
.3.   A|)|)earance  of  different    types  of  dwellings 
that  can  be  observed. 
a.  ('omnnmity  houses  cotitainin);  nioic  tliaii 
one  family. 
(1)    77/r   froqiiois  hnu/    Jioiisc,   FA)  to    KM) 
iecl    id    length    and    l(»    to    IS   feet, 
wide.     The   frame   work   of   |)oIes, 
tlie  sides  and  triangular  roof  cov- 
ered with  l)ark   (usually   the  (I in). 


HUH'IU  of  AlH' 

Groups  of  Huichol  in  Native  Costume 
[122] 


li)'.l\l.  BulUlln  -i:..  fhiii.  I. 


SECOND    GRADE    WORK  123 

Interior  had  compartments.  The 
smoke-hole  in  the  roof  was  above 
the  central  fire. 
(2)  The  pueblos,  or  many-celled  clusters 
of  stone  or  adobe  in  New  Mexico 
and  Arizona.  They  are  semicir- 
cular or  oblong,  in  terrace  form. 
Access  to  them  is  by  ladders. 
b.  Other  types  of  homes. 

(1)  The  tent,  or  tepee,  of  the  tribes  of 

the  plains. 

(2)  The  Navajo  hogan  (earth  lodge). 

(3)  The  palmetto  house  of  Louisiana. 

(4)  The  brush  and  canvas  dwelling  of 

the  Apache. 

(5)  The    ancient    cliff    dwelling,    Mesa 

Verde,  Colorado.     (Use  pictures  to 
make  clear.) 

B.  Their  aits,  which  help  us  to  understand  the 

stage  of  progress  they  have  reached. 

1 .  Those  who  can  make  pottery  have  gained  an 

i  mport  ant  step  onward  toward  civilization. 

2.  Those  who  use  adobe  l)rick  in  the  construc- 

tion ot  houses  have  gained  better  condi- 
tions of  living.  A. 

3.  Those  who  have  learned    how  to  cultivate 

maize  and  dtlier  j>lants  jukI  1h>w  Io  irri- 
gate the  land  have  gained  :i  decided 
advantage. 

C.  Their    modes    of    tr;i\-el    ;in(l    burden    bearing, 

showing  how  much  progn^ss  they  have  made. 


ifc*-- 


li  '^  "^^^ 


Hureaii  of  American  Ethnology,  liulhtin  .1.',.  Plate  VI. 

Pima  Dwelling.     Made  Partly  of  Adobe  Brick. 


J  Amirlcan  Elhnolouy,  UtdklinS/,,  PlaU2a. 

Navaho  Hogan. 


(124] 


liiiriau  nf  Anil  rlr'iii  ICIIinoloiiy.  HlilliHli  .i ', .  I'InIr  l\' . 

llKED  AND  Mud  Hou.sk. 


^^^st,. 


\^<*% 


•ft^ 


lliiriiiliii/  .\  III' rlriiii  l:i'niiii'i,ii/.   iiiiiiiliii    i,,   I'lnli   IV 

BnuHH   HoiHKs. 


1125) 


126  SOCIALIZING   THE    CHILD 

D.  Their  division  of  labor  and  community  life, 

showing  how  far  they  understand  how  to 
"  work  together  "  for  the  benefit  of  all. 

E.  Indian    myths,     symbolism,     customs,     cere- 

monies, and  the  stories  they  tell  their  chil- 
dren, indicating  their  religious  beliefs  and 
their  ideals. 


ANTIQUITIES   OF  THE  JEMEZ  PLATEAU,   NEW 

MEXICO 

The  greater  part  of  the  plateau  is  occupied  by  the  Jemez  forest 
reserve.  Six  Indian  reservations  or  grants  border  or  lie  partly  within 
its  limits.  This  region  was  the  seat  of  a  considerable  population  in 
prehistoric  times,  and  innumerable  ruins  of  the  civilization  are  found 
throughout  the  plateau.  The  habitations  are  clifT  dwellings  and 
pueblos.  Buried  under  the  debris  of  buildings  and  in  the  graves  of 
the  dead  are  various  artifacts  of  stone,  bone,  wood,  fiber,  and  clay, 
displaying  the  simple  industries  and  domestic  life  of  the  inhabitants. 
These,  together  with  ceremonial  objects,  the  symbolic  ornamentation 
of  domestic  and  mortuary  pottery,  yield  important  data  relative  to 
the  social  and  religious  life  of  the  time.  A  few  illustrations  of  these 
artifacts  are  found  in  plates  XII,  XIII,  XIV,  and  XV  of  Bulletin  32, 
Bureau  of  American  Ethnology.  Food  bowls  have  been  preserved  to 
us  through  the  symbolic  act  of  placing  food  with  the  dead.  The  ab- 
original potters  had  considerable  knowledge  of  colors  and  handled  them 
with  good  effect  in  decoration.  Yellow  and  gray  ware  was  decorated 
with  black  lines,  plate  X\'.  Red  ware  was  decorated  with  black  and 
red  lines  and  with  a  salt  glaze,  see  Bulletin,  plate  XV,  e,  /,  h.  Certain 
•symbolic  motives  are  very  persistent,  see  Bulletin,  plate  XV,  a,  b,  d. 
Reproductions  of  a  few  of  these  antiquities  are  shown  on  the  pages 
following. 


r 


BulMin  S3.  Plate  XIII. 

o,  6,  c,  rf  —  Bone  Wmihti.es;    r,  f,  a.  h     -\Uisr.  Awi.h;    i,j,k — Stone 
Hatiiiki-,   Srovf.    IIvmmk;!!,   Stonf.    M  MJL.. 


11271 


liuUttin  .ii,  Plate  XIV 
Smooth  Black  Undkcorated  Warb. 


Bulletin  3^,  Plate  XIV 


Incised  Ware. 


1128] 


uiiiiiiiii  (.'.  ri'iit  w 


Typeb  of  Mortuahy  Potteky. 


1129] 


1130] 


SECOND    GRADE    WORK  131 

REFERENCES    FOR   TEACHER'S   USE   AND    FOR   SUPPLEMENTARY 

READING 
Primitive  Man. 

American  Anthropologist,  1890,  Vol.  VI,  pp.  207-210,  Vol.  VIII,  pp. 
359-371. 

Boas,  Fr.\xz,  The  Mind  of  Primitive  Man. 

Clodd,  Edwakd,  The  Story  of  Primitive  Man. 

Dopp,  Kathaui.ve  E.,  Early  Cave  Men;  The  Later  Cave  Men;  Tree 
Dwellers.  These  books  are  adapted  to  children's  use  and  contain 
good  bibliographies  for  the  teacher. 

FoRMAX,  Samuel  E.,  Stories  of  Useful  Inventions. 

Frobenius,  Leo,  The  Childhood  of  Man.  Contains  good  illustra- 
tions. 

Translated  by  A.  H.  Keane. 

JoLY,  N.,  Man  before  Metals. 

Keaxe,  a.  H.,   The  World's  Peoples. 

With  270  illustrations  reproduced  I'runi  photographs. 

McIntyre,  Margaret  A.,  The  Cave  Boy.     Adapted  for  children. 

Mason,  Otis  T.,  The  Origin  of  Inventions. 

Morga.v,  Lewis  H.,  Ancient  Society. 

Osborx,  Hknry  Fairfield,  Men  of  the  Old  Stone  Age.  Their  en- 
vironiiieiit,  life,  and  art.     It  is  profusely  illustrated. 

Dr.  Osljorn  of  the  American  Museum  of  Natural  History  gives 
an  authoritative  summary  of  the  series  of  archajological  discoveries 
made  in  recent  years  by  Cartailhac,  Breul,  Obermaier,  and  others. 
The  book  contains  a  synthesis  of  all  that  is  known  to  date  in  the 
four  sej)arate  domains  of  geology,  paleontology,  anthropology, 
and  archa-ology.  A  complete  index  and  a  comjjrehensive  bibli- 
ography are  commendable  features  of  this  work. 

Proceedings  of  United  States  National  Museum,  1888,  pj).  181-184. 

Proceedingn  of  United  States  National  Museum,  1887-1888,  \^\^.  531- 
587. 

Proceedings  of  United  Sttites  National  Museum,  1890,  p|).  .395- 
409. 

Rocheleau,   W.   F.,   Transportation. 

Watkhi.oo,  Sr.wi.KY,  The  Story  of  Ab. 
Protection  Against  Fire. 

Hill,  (  haiu.e.s  J.,  Flighting  a  Fire. 


132  SOCIALIZING    THE    CHILD 

Jenks,  Tudor,  The  Fireman. 

The  Mainial  of  the  Fire  Department  in  the  community  where  the 
seliool  is  located. 
The  Eskimo. 
Bureau  of  American  Ethnology.    Annual  Report,  Vol.  XVIII. 
Cakroll,  Clarence  F.,  Around  the  WorUI,  Book  One. 
Peary,  Mrs.  Josephine,  The  Snow  Baby. 
ScANDLiN,  Christiana,  Hans,  the  Eakimo. 
Schwatka,  Frederick,  Children  of  the  Cold. 
The  Indian. 

For  an  account  of  Indians  given  by  themselves  see  — 

The  Indian'.'i  Book  by  Natalie  Curtis. 
For  customs  and  symbolism  see  — 

Articles    by   Alice   Cunningham    Fletcher,    especially    her 
account  of  The  Hako:   a  Pawnee  Ceremony  in  the  Annual  Report 
of  the  Bureau  of  Ethnology,  Vol.  XXII. 
For  houses  and  house  life  see  — 

North  American  Ethnology,  \o\.  IV,  article  by  Lewis  H.  Mor- 
gan;   also   Bulletin  30  of  the   Bureau  of  American  Ethnology 
under  "  Habitations." 
For  music  of  the  Chippewa  see  — 

Bureau  of  Aynerican  Ethnology,  Bulletins  45  and  53,  articles  by 
Frances  Dens.more. 
For  mythology  .see  — 

Journal  of  Arnerican  Folk  Lore,  1905,  Vol.  XVIII,  page  111. 
For  pottery  and  textiles  see  — 

Bureau  of  American  Ethnology,  Annual  Reports,  Vols.  IV,  VI, 
XX,  articles  by  Wm.  H.  Holmes. 
For  stories  adapted  to  children  see  — 

Brooks,  Dorothy,  Stories  of  the  Red  Children. 

Burton,  Al.ma  H.,  The  Story  of  the  Indians  of  New  England. 

Chase,  Anna,  Children  of  the  Wigivam. 

Ea.st.man,  Charles  A.,  Indian  Boyhood. 

Fox,  Florence  C,  Indian  Primer. 

Newell,  Cicero,  Indian  Stories. 

Wiley,  Belle,  Mewanee,  the  Little  Indian  Boy. 


Chapter  VI 

THIRD    GRADE    WORK 
TEACHER'S    OUTLINE    OF   SUBJECT   MATTER  FOR   GRADE  lU 
I.    Life  in  Holland  from  a  Child's  Point  of  View. 

A.  Location  of  the  country  with  a  brief  description 
of  its  general  characteristics. 

1.  Pronounce  the  word  Holland  and  write  it  on 

the  blackboard. 

2.  Locate  Holland  on  a  glol^e  (not  on  a  map). 

3.  Tell  how  to  take  a  trip  to  Holland. 

a.  Partly  by  land  —  the  conveyances  used. 
h.   Partly  by  water  —  the  conveyances  used. 

4.  Describe    the  dikes.     (Use  pictures  and  sand 

table.) 
(I.   llow  tlicy  look. 
/;.    I  low  they  arc  made, 
r.  (Jf  what  use  are  they? 

5.  Describe  the  canals  and   their  various  uses. 

C'dW  attention  to  tlicir  minibc'-  and  to  the 
necessity'  loi-  ninncrous  bridges. 
().    Describe  the  windmills.      (  U.se  i)ictures.) 

(t.   Hou  I  Ik'v  look. 

h.    I'or  what  arc  tliry  used'.' 

(1)  To  saw  wood. 

(2)  To  grind  grain. 

(3)  To  pmnp  water. 

I3:i 


(134) 


THIRD    GRADE    WORK  135 

7.  Relate   anecdotes   that   tell  why   Holland   is 
called  the  "  Land  of  Pluck." 
B.  Home  life  in  Holland. 

1.  The  houses.     (Use  pictures.) 

a.  How  they  look  on  the  outside. 

b.  Description  of  the  interior. 

c.  Furniture  —  its  simplicity. 

d.  Kitchen  —  the  chief  room. 

2.  Occupations  of  father. 
a.  Dairy  farming. 

6.  Raising  garden  vegetables. 

c.  Raising  tulip  bulbs. 

d.  Fishing. 

e.  Managing  the  boats  that  transport  cheese, 

garden  products,  and  fish. 

3.  Occupations  of  mother. 

a.  Making  butter. 

b.  Making  cheese. 

c.  Caring  for  the  house. 

d.  Caring  for  the  children. 

4.  How  the  children  help. 

n.  They  feed  the  geese  and  the  ducks. 

h.  They  deliver  milk  in  little  carts  drawn  by 

dogs, 
r.  They  sell  water  in  the  same  way. 
fl.  They  helj)  father  load  and  unload  boats. 
('.  They  help  mother  take  care  of  the  l)al)V. 
/.  They  help  mother  make  l)utter  and  cheese, 
r/.  Older  children  carry  on  their  heads  baskets 

of  green  vegetables  or  of  fresh  fish,  and 

sell  them  in  the  streets. 


136  SOCIALIZING    THE    CHILD 

h.  Hoys  also  sell  V)nishes,  brooms,  wooden 
shoes,  tinware,  and  sometimes  cheese, 
in  the  streets. 

?".  The  girls  knit  the  thick  stockings  that 
everybody  wears. 

C.  How  the  children  play. 

1.  Small  children  jilay  with  wooden  shoes,  using 

them  as  doll  carts  or  as  boats. 

2.  Small  children  play  with  tiny  windmills. 

3.  All  children  skate  in  the  wintertime  and  play 

many  games  on  the  ice.  They  use  various 
kinds  of  skates,  sleds,  and  ice  boats,  also 
a  chair  with  runners.     (Use  pictures.) 

4.  Children  make  snow  forts  and  snow  men  in 

winter. 

5.  "  Tag  "  is  one  of  the  favorite  evening  games 

in  the  spring. 

6.  In  sunmier  children  sail  toy  boats  on  canals, 

ponds,  and  lakes,  and  fairly  live  on  rafts. 

7.  The  chief    celebrations   are   connected   with : 

a.  Christmas. 

b.  Easter. 

c.  Birthdays. 

D.  Personal  aj^pcarancc  and  dress  of  the  children. 

1.  Children  usually  have  rosy  cheeks,  blue  eyes, 

and  golden  hair. 

2.  The  boys  dress  like  their  fathers  and  grand- 

fathers. 
a.  Wide  trousers  V>uttoned  to  a  short  waist. 
6.  Thick,  woolly  stockings. 


THIRD    GRADE    WORK  137 

c.  Wooden     shoes    (except    when    going    to 

church  or  to  visit). 

d.  Small  cap  with  a  black  visor. 

3.  The  girls  dress  like  their  mothers. 

a.  Long,  full  skirt,  usually  black,  and  tight- 

fitting  waist. 

b.  An  apron,  usually  blue. 

c.  A  white  cap  with  a  gold  button  on  each  side. 

d.  Wooden  shoes  (except  when  going  to  church 

or  to  visit), 

e.  Thick  stockings. 
/.  A  httle  shawl. 

4.  Red  and  black  are  the  colors  worn  by  orphan 

children  (both  boys  and  girls)  brought  up 
in  institutions. 

E.  Descrijition  of  New  Market  in  Amsterdam. 

1.  Stalls  covered  with  bright  awnings. 

2.  Commodities  sold  in  stalls. 
a.  Fruits. 

h.   lieautiful  embroideries. 

c.  Flowers. 

d.  Cal)l)ages. 

e.  Coarse  woolen  stockings. 

3.  Handcarts  loaded  with  vegetables,  loaves  of 

bread,  fruit,  |)ans  of  ciiiiKiinon  cake,  cheese. 

4.  I*iles  of  tinware  on  tlie  pavement. 

5.  Cheeses  of  all  slia|)es  and  sizes. 

/''.    Peculiar  customs. 

I.   Removing  shoes  at   the  door  before  entering 
a  house. 


[1381 


THIRD    GRADE    WORK  139 

2.  Turning  back  curtains  of  top  bed   to  show 

embroidery. 

3.  Using  tin  foot  stoves  in  the  churches. 

4.  Supplying  the  new  baby's  cradle  with  pack- 

ages of  presents  for  little  visitors.     (They 
are  called  "  baby's  presents.") 

5.  Hanging  balls  on  the  door  to  announce  the 

birth  of  a  child. 

G.  The  Feast  of  St.  Nicholas  on  December  5. 

1.  St.  Nicholas'  Eve. 

a.  Visits  to  the  gajdy  decorated  shops.    Small 

presents  are  distributed  from  bags  held 
by  images  of  the  Saint  standing  in  the 
doorways  of  the  shops. 

b.  Entertainment  of  St.  Nicholas  in  the  homes. 

He  appears  (like  our  Santa  Claus)  with 
a  sackful  of  oranges,  apples,  and  candy, 
which  he  scatters  on  the  floor.  Ho  is 
sometimes  accompanied  by  a  black  slave. 

2,  The  next  morning. 

(I.  An  oarly  visit  to  the  cliimiicy  j)Iace  to  see 
what  the  saint  and  his  black  slave  have 
left  ill  the  wooden  shoos  during  \\\v  night. 

/;.  A  hunt  for  the  more  ini|)ortant  presents 
which  havo  boon  hiddon  ;ill  ovor  th(> 
house. 

c.  C'akos,  sweetmoats,  .'ind  giiigorbroad  dolls 

made  especially  on  this  day. 

//.    Dutch  storios  of  heroes. 

1.    Lilllr  I'clcr  who  stopped  ;i  leiik  in  the  dike. 


y, 

-I 
D 


rj 

a 

■A 

O 

73 

o 
O 


Q 


n 

0 

H 

U 
D 


[140] 


THIRD    GRADE    WORK  141 

2.  Van  Tramp  who  captured  the  EngUsh  coat 

of  arms  which  is  now  on  the  front  of  the 
State  College  at  Hoorn. 

3.  Schouten  who  named  Cape  Horn. 

4.  Tasman  who  found  the  islands  of  New  Zea- 

land and  Tasmania. 

7.  Comparisons  and  contrasts  between  life  in  Hol- 
land and  in  America. 

1.  There  are  no  forests  in  Holland. 

2.  There  are  no  stone  quarries. 

3.  Canals  are  used  in   Holland  where  we  use 

roads  and  fences. 

4.  Boats  are  often  used  in  Holland  to  convey 

both  peoi:)le  and  commodities,  where  we 
use  trolley  cars,  autom()l)iles,  auto  trucks, 
freight  cars,  passenger  coaches,  or  delivery 
wagons. 

5.  Wind   i)o\ver   in    Holland   does   many   things 

that  are  done  by  steam,  electric,  or  gaso- 
line engines  in  America.  We  use  wind- 
mills for  pumping  water  only  to  a  limited 
extent. 

6.  On  the  farms  ihrouglioul   Holland  are  black 

and  white  llolstcin  cows.  IIow  many 
differenl  kinds  have  you  seen  in  tliis  local- 
ity? 

7.  Much  scrubbing   is  absolutely  necessary   in 

Holland     because     the    dampness    always 
present     there    causes    mold    and    rust     to 
collect  more  readily  than  with  us. 
S.    Hog  carts  are  a  common  si^ht   in  Holland. 


142  SOCIALIZING    THE    CHILD 

9.   Primitive   yokes  are  still   used   in   carrying 
milk  ill  Holland. 

10.  Wealthy   people  in   lir)lland  live  in  houses 

furnished  very  much  like  those  of  wealthy 
people  in  other  countries. 

11.  Contrasts  in  dress  and  in  holiday  celebra- 

tions are  easily  seen. 

REFERENCES  FOR  TEACHER'S  USE  AND  FOR  SUPPLEMENTARY 

READING 

Campbell,  Helkn  IjERt)Y,  The  Story  of  Little  Jan,  the  Dutch  Boy, 
in  "The  Children  of  the  World  Series." 

Contains  illustrations  and  a  wealth  of  usable  material. 
Carroll,  Clarence  F.,  Around  the  World,  Book  One,  pp.  102-124. 

Third  grade  children  can  read  for  themselves  this  description 
of  the  Dutch.     There  are  numerous  pictures  of  characteristic 
Dutch  scenes. 
Dodge,  Mary  Mapes,  Hana  Brinker,  or  the  Silver  Skates. 

This  will  be  of  service  to  the  teacher  in  helping  her  to  enter  into 
the  spirit  c)f  Dutch  life.  See  especi;dly  the  following  chapters: 
"  The  Festival  of  St.  Nicholas,"  pp.  47-5.') ;  "  On  the  Canal,"  pp. 
110-116;  "Friends  in  Need,"  pp.  103-110,  which  tells  the  story 
f)f  the  "Hen.  of  Harlem";  "The  Silver  Skates,"  pp.  14-19, 
containing  suggestive  material  in  regard  to  Dutch  names  as  well 
as  domestic  industries  and  skating;  "The  Race,"  pp.  243-257, 
containing  a  good  description  of  winter  sports  on  the  ice. 
Perki.n's,  Lucy  Fitch,  The  Dutch  Tivins. 

Suggestive  in  helping  to  make  Dutch  life  seem  real  to  American 
children.  Illustrated  with  drawings  made  by  the  author.  See 
especialh-  the  following  chapters:  "The  Day  They  Went  Fish- 
ing," r)p.  .5-27 ;  "Market  Day  with  Father,"  pp.  27-55;  "The 
Day  They  Drove  the  Milk  Cart,"  pp.  117-137. 

All  the  stories  and  descriptions  should  be  told  by  the  teacher, 
not  read.  P>ut  she  should  designate  books  that  the  children  may 
read  for  themselves,  or  have  read  to  them  at  home.  Much  of 
the  reading  should  be  volunteer  work. 


THIRD   GRADE    WORK  143 

The  teacher  should  consult  library  catalogues  for  other  books 
for  her  own  use,  such  as:  "Little  People  Every^vhere,"  "The 
Little  Cousins"  series.  "The  Peeps  at  Many  Lands"  series,  etc. 

PICTURES 

These  should  be  supplied  in  part  by  the  school;  e.g.  small 
pictures  given  to  all  to  mount  in  scrapbooks,  or  large  pictures 
for  class  instruction. 

Children  should  also  be  encouraged  to  bring  pictures  of  wind- 
mills, tulip  fields,  Dutch  shoes,  etc.  These  may  be  found  in 
supplementary  readers  or  can  often  be  obtained  from  advertise- 
ments or  calendars. 

PROBLEMS 

1.  Arrange  a  Dutch  market  place  with  stalls. 

(Use  packing  cases.) 

2.  Act    out   what    happens   on  a   market   day. 

(Pantomime.) 

a.  Siiow  how  the  children  carry  the  cabbages. 

f).  Show  how  they  wash  some  of  the  vege- 
tables. 

r.  Show  how  they  load  a  boat. 

(L  Show  liow  they  unload  a  boat. 

f.  Show  how  tlicy  carry  cheese. 

/.  Show  how  they  weigh  th(^  cheese. 
.').  Have  one  child  take  his  i)lace  in  a  market 
stall  and  sell  cabl)ages  and  onions  and 
flowers  to  the  customers  (otlicr  children). 
Make  out  I  he  lisl  of  prices.  All  should 
have  small  change  ready,  (l)raniatic 
action.) 
4.  (Jne  child  makes  a  trip  around  tlic  market 
stalls  and  finds  one  that  contains  cookies 
and   St.  Nicholas  dolls  with    cnrnints  for 


144  sociALizmr,  the  child 

eyes,  another  gets  a  basket  of  tulips,  etc. 
(Dramatic  action.) 

5.  Draw  or  cut  out  of  paper  a  Holland  yoke 
with  which  to  carry  pails  of  milk  or  baskets 
of  vegetables. 

().  Get  the  churn  ready  for  churning.  (Pan- 
tomime.) 

a.  Scald  the  churn. 

b.  Scald  the  dasher. 

c.  Scald  the  cover. 

d.  Put  in  the  cream. 

e.  Adjust  the  cover. 

7.  Churn  the  way  Hans  and  Katrina  do,  and 

sing  at  the  same  time, 

"  Come,  butter,  come!     Come,  butter,  come! 
Some  for  a  honey-cake,  and  some  for  a  bun." 

8.  Clean  house  in  the  way  Katrina's  mother 

cleans  hers.     (Pantomime.) 

a.  Get  out  the  scrubl)ing  brushes,  the  mops, 

and  the  pails  and  the  dusters. 
h.  Show  what  is  done  with  the  best  bed  and 

with  the  other  beds. 
c.  Show  what  is  done  with  the  brass  jugs. 
0.   Draw  a  picture  of  a  Dutch  family  going  to 

church. 
10.   Represent  Dutch  scenes  on  the  sand  table. 
(I.  Show    the    windmills    forcing    the    water 
back    into   the   sea   through  the  canals 
and  rivers. 

b.  Construct  the  dikes  and  be  prepared  to 

tell  American  travelers  how  the  dikes, 


THIRD    GRADE    WORK  145 

the  canals,  and  the  windmills  serve  Hol- 
land's needs. 

c.  Represent    the    black    and    white    cows 

grazing  in  the  pasture,  and  Katrina  and 
Hans  going  with  their  mother  to  the 
pasture  to  do  the  milking. 

d.  Construct  the  farmhouse  and  show  where 

the  cow  stays  in  winter. 

e.  Model  the   canals   used  in  Holland   and 

represent  the  boats  and  barges  on  them 
in  the  summer  season. 

/.  Change  the  season  of  the  year  and  place 
skaters  and  ice  boats  on  the  canals. 
11.  Make  a  Manila  scrapbook  and  see  who  can 
get  the  most  interesting  groups  of  pic- 
tures to  paste  in  the  book  to  keep.  Try 
to  have  every  phase  of  Dutch  life  repre- 
sented, such  as : 

a.  Conveyances   and    means   of   transporta- 
tion. 

h.  The  costumes. 

c.  Interior  and  exterior  views  of  houses. 

d.  Pictures  of  market  scenes. 

e.  Pictures  of  liilip  fields. 

/.   Pictures  of  Ilolhiiid  cattle. 

1 1.    Life  in  Germany  from  a  Child's  Point  of  View. 

A.   Location  and  general  description  of  Cermany. 

1.  Describe   lonte  yon   would   take   in  order  to 

reach  (lerniany. 

2.  The  Rhine. 


14(3 


SOCIALIZING    THE    CHILD 


a.  Love  which  Germans  have  for  this  beauti- 

ful river. 

b.  Its  vineyards. 

c.  Its  castles. 

d.  Legends  connected  udth  the  Rhine. 


Ut  IJrtjduL'.'l    -v  ;.'!.'.'.';  i.-.iw.';    ..     ,   ..-    I' :    t;.;. 

Children  of  the  Black  Forest,  Germany. 


.'■J  .i.,cum. 


3.  The  Black  Forest. 

a.  Description  of  the  country  and  climate. 

b.  Homes  of  peasants. 

( 1 )  First  floor — stables  for  cows  and  horses. 

(2)  Seconrl    floor  —  rooms    in    which    the 

family  live. 


THIRD    GRADE    WORK  147 

(3)  Tliird    floor  —  granaries    for    storing 

corn. 

(4)  Outside  stairway  to  the  second  floor. 

(5)  Tiled  or  thatched  roof. 

c.  Costumes  of  the  peasants. 

d.  Folk  tales  and  stories  of  elves,  etc.,  con- 

nected with  the  Black  Forest. 
4.  Toy-making. 

a.  By  peasants  in  the  Black  Forest.     Each 

family  confines  itself  to  making  just  one 
kind  of  toy  —  a  wooden  Santa  Claus  or 
a  wooden  soldier,  every  member  of  the 
family,  even  the  children,  helping. 

b.  In  the  cities  —  Nuremberg. 

(1)  Noah's  arks. 

(2)  Toy  towns  and  farms. 

(3)  Doll's  furniture. 

(4)  Cuckoo  clocks. 

B.  Tlic  city  of  BerUn,  remarkable  for  its  beauty 

and  clcaiiliiiess. 

1 .  The  streets. 

(I.  They  are  broad  and  straight. 

I).  UiiiforiiKMl  men  are  constantly  picking  up 
^  scraps  of  paper  and  other  forms  of  waste. 

No  dirt  is  allowcMl  to  accunuilate. 

r.  Streets  are  washed  l)y  city  cnrts  rcgulnrly. 

(1.  They  are  all  well-liglited. 

e.  Streets  are  lined   with   rows  of  trees,  and 

the  "  flats  "  fjK'ing  a  street  liave  balcony 
competitions,  \'ying  with  one  another  in 
their    display     of    pretty     flowers    and 


148  SOCIALIZING    THE    CHILD 

foliage  —  nasturtiums  in  many  colors, 
bright  scarlet  geraniums,  pink  hanging 
geraniums,  climl)ing  roses. 
/.  There  are  no  unsightly  advertisements.  All 
public  advertisements  are  placed  on 
large  hollow  posts  in  the  inside  of  which 
are  the  paste  brush,  short  ladder,  and 
paste  pot  used  by  the  "  bill  stickers  " 
long  before  daylight.  On  the  posts  we 
may  see  — 

(1)  Theater  announcements. 

(2)  Notices  of  public  meetings. 

(3)  Advertisements  of  lost  pets. 

(4)  Pohce  notices  in  deep  crimson  making 

offers  of  reward,  etc. 
g.  There  are  no  offensive  street  cries  or  un- 
necessary noises. 

(1)  No  newsboys  crying  "  Extra." 

(2)  No  hucksters  crying  their  wares. 
h.  There  are  no  street  beggars. 

2.  The  squares  and  "  open  places." 

(I.  They     are     beautifully     decorated     with 

flowers  and  shrubs. 
h.  They  are  traversed  by  broad   walks  and 
are    provided    with    plenty    of    benches 
where  children  may  play  and  rest. 

c.  Plants  which  are  out  of  blossom  are  re- 

placed promptly  by  the  care-takers, 
who  also  pick  up  untidy  scraps  of  paper 
and  deposit  them  in  wire  baskets. 

d.  There  are   many  beautiful   fountains  and 

monuments  in  marble  and  bronze. 


THIRD    GRADE    WORK  149 

3.  The  parks  and  playgrounds. 
a.  Their  attractions. 

(1)  Hills  of  sand  for  the  smallest  children. 

(2)  Games  of  all  kinds  for  the  larger  chil- 

dren. 

(3)  Rowboats  on  the  lake. 
h.  The  names  of  some  of  them. 

(1)  The  Tiergarten,  one  of  the  most  beauti- 

ful parks  of  Berlin,  easy  of  access. 

(2)  The    Grunewald,    a    popular    summer 

resort,  a  large  tract  of  pine  and 
birch  covering  nearly  30  square 
miles.  The  fare  from  Berlin  is 
2  cents  by  train  or  4  cents  by  trolley. 
In  summer  children  go  there  for 
picnics  and  in  winter  for  toboggan- 
ing. 

(3)  Botanical  Gardens. 

(4)  Zoological  Gardens,  containing  one  of 

llic  very  best  collections  of  animals. 

4.  Transportation  in  Hcilin. 

(I.   Huge   electrics    cars    (fare    2   cents    for    10 

miles). 
}>.   Horse  onuiibuses  (fare  1  cent). 
c.  Motor  carriages. 
(1.   Horse  drosche. 
e.    Dog  carts  (of  the  i)()or). 
.').  Tlic  Berlin  l''irc  Brigade        its  excellent  work, 

of  wliicii  the  citizens  rirc  Vi'vy  jiroud. 
(■>.  'i'lic   j-)crlin  shops  or  department   stores,  con- 
taining   a    large    assortment     of    chilihcn's 
toys  which  are  made  in  Gcimany. 


150  SOCIALIZING    THE    CHILD 

C.  School  life  in  Berlin. 

1.  The  school  day. 

a.  Long  hours  —  from  eight  o'clock  to  one 
or  two,  oftentimes  with  afternoon  les- 
sons besides. 

h.  Recesses  of  ten  or  fifteen  minutes  every 
hour  for  fresh  air  and  exercise. 

2.  Studies. 

a.  Languages.  Besides  German,  they  begin 
early  to  study  Latin,  Greek,  and  French. 

h.  Home  work  is  often  so  heavy  that  it  is 
necessary  to  engage  the  services  of  a 
special  tutor. 

3.  Glass  excursions. 
a.  To  the  Zoo. 

6.  To  the  woods  to  play  games, 
c.  To    the    museums    and    art    galleries    in 
winter. 

4.  Vacations. 

a.  1\\  summer  only  five  weeks. 
h.  At  Easter  two  weeks. 

c.  At  Christmas  two  weeks. 

d.  At  Michaelmas  (a  church  feast  occurring 

on  the  29th  of  September)  ten  days. 

5.  Fete  days  on  which  there  is  no  school. 

(t.  Review  Day  in  the  spring  and  in  the  fall. 
h.  The  Emperor's  Birthday. 

6.  Amusements  and  sports. 
n.   Music. 

h.   Dancing. 

c.  Skating  in  winter  (40  miles  of  ice  on  arti- 
ficial lakes  and  rivers). 


THIRD    GRADE    WORK  151 

d.  Cycling. 

e.  Swimming  (the  swimming  baths  are  owned 

by  the  municipality). 

D.  Christmas  in  Berlin,  the  greatest  festival  of  the 
whole  year. 

1.  Preparation. 

a.  (lirls  and  boys  are  busy  making  presents 
in  secret  for  their  parents  and  relatives. 
The  boys  usually  work  by  themselves, 
but  the  girls  prefer  to  meet  in  parties 
at  the  different  homes.  No  boys  or 
"  grown-ups  "  are  allowed  at  these 
parties  (Kranzchen). 

6.  All  incoming,  mysterious  bundles  are 
placed  at  once  in  the  "  forbidden  room." 

c.  At  school  the  small  children  learn  poems 

to  recite  at  home  on  ( 'hrist  mas  Eve. 

d.  The  streets  take  on  a  holi(hiy  appearance. 

(1)  Fascinating     shop     windows     picture 

scenes  in  fairyland,  big  dolls  repre- 
senting the  characters. 

(2)  Booths    are    erected    in    which    cheap 

knick-knacks  and  toys  are  sold. 

(3)  Fir  trees  ap|)ear  in  great  loads  about 

ten  days  before  Christ  mas  ;  Ww  un- 
packing and  placing  of  llicni  ai'ouse 
great  interest. 

(4)  Sleighing  parties  iiro  the  fasiiion,  and 

every  sleigli  has  bright  snow  cloths. 

2.  The  chief  celebration,  on   the  ex'ening  l)efore 

Christmas. 


152  SOCIALIZING    THE    CHILD 

a.  The  ceremonies  connected  with  the  open- 
ing of  the  "  forbidden  room." 

(1)  Singing   of    Christmas    carols    l)y    tlie 

children  in  some  adjoining  room, 
especially  "  Stille  Nacht,  heilige 
Nacht." 

(2)  Ringing    the    bell.     At    first    bell    the 

singing   ceases,    at   second    bell   the 
children   prepare  to  rush,   at   third 
bell  the  door  is  opened. 
6.  The  Christmas  Tree  in  all  its  glory  ap- 
pears ;  also  the  separate  tables  for  each 
member  of  the  family  and  on  them  the 
''  Biinte  Teller  "  (variegated  plate)  con- 
taining apples,  nuts,  cakes,  etc. 
3.  The  week  between  Christmas  and  New  Year. 

a.  Series  of  festivals  at  the  theaters. 

b.  Special  play  for  children,  at  the  close  of 

which  every  one  on  the  stage  and  in  the 
audience  joins  in  singing  "  Stille  Nacht  " 
in  chorus. 

c.  The   celebration   of   New   Year's   Eve   at 

home. 

(1)  Playing  of  games. 

(2)  The  melting  of  lead,  then  dropping  it 

into  cold  water  to  determine  the 
events  of  the  coming  year. 

(3)  Relighting  the    Christmas   Tree   near 

midnight. 

(4)  Comparing  watches  to  get  exact  time. 

(5)  Listening  for  the  bells. 

(6)  Refreshments. 


THIRD   GRADE    WORK  153 

(7)  "  Prosit  Neujahi-  "  called  out  by  every- 
one   just    at    the    first    stroke    of 
twelve. 
4.  Welcoming  the  New  Year. 

a.  At  eight  o'clock  in  the  morning  the  grand 

reveille  is  sounded. 
h.  The  trumpeters  in  the  cupola  of  the  Im- 
perial  Schloss  play  a  beautiful  chorale 
which  echoes  far  and  wide. 

c.  Then  the  trumpeters  and  two  bands  march 

through  the  principal  street,  Unter  den 
Linden,  to  the  Brandenburg  Gate  and 
back  again,  playing  stirring  and  im- 
pressive music  all  the  way. 

d.  At    ten   o'clock    the   state    coaches    bring 

the  princes,  ambassadors,  distinguished 
officers,  etc.,  to  the  Schloss  for  the 
"  Court  of  Felicitations  "  which  is  pre- 
ceded by  a  service  in  the  chapel. 

A    \',\{\KV   T)i:sf"IMl»'ri()X    OF   A    DAY    IN    Hi;i{l.l\ 

(The  teacher  .should  place  pictures  of  the  following  sul)jec'ts 
within  nuifTc  of  the  pupils'  vision  two  or  thrc^e  days  before;  this 
lesson  is  given  : 

A  liiulcn  fre(>. 

The  I>r;ind('nl)Mig  riulc. 

A  section  of  the  piin(i|);U  slrrct,  I'lilcr  den   l-iiidt'n. 

(  )lir  of  I  he  l)(;iutiful  open  SCJIUIR^S. 

The  Htreet  cleaners. 

Till'  Imperial  ('astle,  or  Schloss. 
She  should  have  on  Iht  desk  also  a  co|)y  of  the  vohnue  "  Merlin  " 
in  llif  "Peeps  at  (Irriit   (yities"  series.     This  volinuf  i-ontains 


154  SOCIALIZING    THE    CHILD 

gooil  colored  plates.  As  the  teachei-  shows  each  picture  she 
should  describe  what  it  represents,  exi)lainiMg  why  it  is  of  inter- 
est to  us.] 

If  we  enter  Berlin  from  the  west  and  go  through  this  gate, 
which  the  Germans  call  the  Brandenburger  Thor  (show  the 
picture),  we  shall  find  oui'selves  in  the  chief  street  of  the  city. 
It  is  called  Unter  den  Linden  (show  the  picture).  There  are 
no  holes  in  the  pavement,  not  even  a  crack  anywhere ;  neither 
is  there  any  rubbish  in  sight.  The  pavement  is  as  clean  as  a 
well-kept  kitchen  floor.  On  either  side  of  this  main  roadway 
(point  out  the  roadway)  on  which  we  are  driving,  are  these  other 
roads  for  the  people  on  horseback,  and  still  other  roads  for  people 
who  choose  to  walk.  (Point  out  and  trace  each.)  Remember, 
all  these  roadways  taken  together  form  the  street  called  Unter 
den  Linden.  There  is  plenty  of  room  for  everybody,  for  Unter 
den  Linden  is  196  feet,  or  ahnost  12  rods,  wide.  (How  wide  is 
this  room  measured  in  feet?  In  rods?  Then  Unter  den  Lin- 
den is  how  many  times  the  width  of  this  room?)  This  center 
roadway  (trace  again)  on  which  we  are  driving  is  70  feet  wide. 
(Compare  again  with  a  known  width.) 

There  are  seventy  open  squares  in  Beilin  similar  to  this  one. 
(Show  picture  of  one  of  them.)  Some  people  aie  walking,  some 
are  driving,  and  others  are  sitting  on  the  benches  enjo^'ing  tlie 
flowers  and  the  fountains.  Little  children  are  playing  in  many 
of  the  squares.  From  these  squares  we  can  see  beautiful  streets, 
lined  with  trees,  shrubs,  and  carefully  trimmed  grass,  leading  out 
in  every  direction.  We  may  drive  on  these  streets  for  twelve 
or  fifteen  miles  into  the  su})urbs.  The  drive  creeps  around 
the  edges  of  lakes  and  extends  far  into  the  forests. 

On  our  outward  ti'ij),  and  on  our  i-eturn  by  another  route,  we 
can  listen  to  delightful  music  and  can  see  scores  of  statues  of 
German  heroes.  Everybody  in  Germany  understands  music. 
Almost  everybody  can  sing  and  play  on  some  musical  instrument. 
Some  of  the  statues  we  pass  are  monuments  to  great  composers 


THIRD    GRADE    WORK  155 

of  music.  (Germany  is  the  land  of  Bach,  Beethoven,  Brahms, 
Haydn,  Handel,  Mozart,  Wagner,  and  scores  of  others  too 
numerous  to  mention.)  We  are  certain  to  hear  good  music 
while  eating  our  luncheon,  and  we  shall  listen  to  it  again  at  din- 
nei-  in  the  evening.  The  Germans  feel  that  ev(Tyl)ody,  children 
as  well  as  people  who  are  grown  up,  has  a  right  to  hear  good 
nuisic  and  to  see  good  pictures.  (Do  you  know  anybody  who 
has  gone  to  Germany  to  study  nuisic?  Many  Americans  do 
go  there  for  that  purpose.) 

We  pass  the  art  galleries  and  museums  on  our  drive.  These 
are  the  buildings  to  which  the  school  children  make  excursions 
in  the  winter  (j-ou  can  find  pictures  of  them  in  this  portfolio). 

In  this  picture  we  see  Ijoj-s  and  girls  and  men  and  women, 
on  roller  skates  going  to  luncheon.  (Use  the  copy  of  "Berlin" 
on  the  desk.  Show  pictures  from  this  volume  of  "Peeps  at 
Great  Cities.") 

The  homes,  with  a  few  exceptions,  are  not  imposing.  Most 
of  the  people  in  Berlin  live  in  comfortable  "flats."  'Vlw  iiouse- 
keeping  in  tlu'  homes  is  as  excellent  as  the  city  housekeeping. 

It  takes  careful,  constant  work,  and  able  leafiers  to  keep  a 
city  so  dean.  Painstaking  care  and  skillful  plaiitiing  are  neces- 
sary to  make  a  city  so  beautiful.  Th(>  Geiiuans  are  willing  to 
take  the  trouble  to  plan  well,  to  work  hard,  and  to  spend  the 
necessary  money  to  make  theii-  cities  clean,  wholesome,  beauti- 
ful, and  attractive  places  in  whicli  to  live. 

These  arc  the  men  who  take  such  good  caic  of  llie  streets  of 
Berlin  (show  i)ictures  of  strecit  cleaners  in  uniform).  Some 
of  these  men  have  served  their  country  as  soldiers.  When  a 
m:in  is  no  longer  neecjed  in  the  ;itiriy  he  may  helj)  to  t;tke  c;ii'e  of 
tlu^.se  bciinfiful  streets  in  Berlin,  oi  lie  may  si'.vvc:  as  a  policeniaii, 
but  he  will  have  to  pa.ss  examinations  first.  Not  every  man 
who  has  once  l>een  a  soldier-  can  lie  ti  listed  in  I  he  street-rih^aning 
flepartment,  for  the  peo|)|e  of  Berlin  are  carefnl  lo  select,  only 
the  beat  men  for  such  work.     Their  piivileges  and  their  duties 


150  SOCIALIZINCJ    THE    CHILD 

are  printed  so  thai,  there  can  he  no  niisunderstandinK  about 
whal  is  to  1)(>  don(\  Th(>  city  will  not  allow  them  to  smoke 
when  on  duly.  If  they  serve  the  city  a  lonf>;  time  they  receive 
an  honorary  gift.  If  they  are  sick  the  city  takes  care  of  them. 
They  must  wear  uniforms.  Sometimes  boys  may  be  p(M-mitted 
to  assist  the  men  in  some  of  tlie  work. 

The  chief  commissioner  or  supervisor  of  the  street-cleaning 
department  is  a  very  able  man.  He  must  know  the  best  way  of 
caring  for  the  streets.  He  is  proud  of  his  work  and  proud  of 
the  men  who  work  under  his  leadership.  H(^  knows  that  Ger- 
many has  the  best  kept,  the  cleanest,  and  most  orderly  cities  in 
the  world,  and  he  is  enthusiastic  about  Berlin's  share  of  that 
gIorj\ 

Befoi'e  taking  up  these  problems,  the  teacher  should  read  to  the 
class  from  "Berlin"  in  the  series  "Peeps  at  Great  Cities"  and 
should  give  each  child  a  chance  to  look  at  the  colored  illustra- 
tions. They  will  be  especially  interested  in  t  he  beautiful  parks 
with  their  lakes  which  in  winter  are  turned  into  skating  rinks 
on  which  people  can  skate  foi-  miles  and  miles.  She  should  also 
read  to  them  or  have  them  read  for  themselves  from  such  stoi-i(>s 
as  "Fritz  in  (lermanv,"  "Louise"  from  "Seven  Little  Sisters 
who  lived  on  the  Round  Ball  that  Floats  in  the  Air"  and 
"Louise"  from  "Each  and  All." 

PROBLEMS 

1.  Study  of  the  street  Unter  den  Linden. 

a.  Notice  the  arranjj;ement  of  t  he  trees ;  the 
shrubbery ;  the  flowers.  Which  road- 
way is  the  widest? 

h.  Represent  Unter  den  Linden  on  the  sand 
table. 

c.  Measure  the  width  of  the  street  in  front  of 
the  school  building.     Find  out  how  many 


THIRD    GRADE    WORK  157 

such  streets  could  be  placed  side  by  side 
in  tlio  street  called  Unter  den  Linden. 
Which  is  the  widest  street  in  this  city? 
(Or  in  the  nearest  city  if  the  children 
have  seen  it.)  How  many  such  streets 
could  be  placed  side  by  side  in  Unter 
den  Linden?  Have  you  ever  vseen  the 
street  called  Fifth  Avenue  in  New  York 
City?  How  wide  is  it?  Have  you  ever 
seen  Pennsylvania  Avenue  in  Washing- 
ton, D.  G.  ?  How  wide  is  it?  (Teacher 
can  easily  procure  pictures  of  these  streets 
and  show  them.)  Have  you  ever  seen  any 
city  street  that  is  as  wide  as  Unter  den 
Linden?  Have  you  ever  seen  a  city 
street  planned  with  such  care?  Have 
you  ever  seen  a  city  gate  ? 

Picture  vStudy.  ' 

a.  Find  and  paste  in  your  scrapbook  pictures 
that  help  to  tell  you  how  the  city  of 
Berlin  looks.  Write  the  name  under 
each  picture. 

I).  Find  pictures  that  show  how  Clerman  boys 
and  girls  look  \vh(Mi  going  to  school. 
Select  pictures  that  show  liow  the 
schoolrooms  in  ( l(>rmMny  look.  Paste 
tlu'in  in  your  scrapbook. 

r.  I''iiid  pictures  of  the  streets  of  Berlin  nt 
("hristrnas  time  :ind  piisto  tlirni  in  your 
scrnpbook. 

(I.  Name  a  list  of  toys  lliat  y(»u  have  seen 
which    were    made   in    ( lermany.     What 


158  SOCIALIZING    THE    CHILD 

else  do  we  get  from  Germany?     Write 
both  lists  in  your  book. 

e.  How  could  we  go  from  here  to  Berlin? 
Name  the  various  kinds  of  conveyances 
by   land   and   water.     Get   pictures   of 
these   conveyances   and   paste   them   in 
your   scrapbook   to   show   how   to   take 
the  trip. 
3.  Contrast   the   street-cleaning   department   in 
our   city   with   the   street-cleaning   depart- 
ment in  Berlin. 

a.  In  Berlin  only  able  men  specially  trained 
for  the  work  can  help  manage  the  clean-' 
ing  of  the  streets,  and  the  man  who 
supervises  them  likes  his  work  and  is 
proud  of  his  men.  Who  has  charge  of 
our  streets?  Have  we  a  street  com- 
missioner? Have  you  seen  the  men 
cleaning  the  streets?  Are  they  trained 
for  their  work?  Do  street  cleaners  in 
our  cities  wear  uniforms?  (Show  pic- 
tures of  street  cleaners  of  New  York  City, 
or  of  other  places,  in  uniform.) 

h.  In  Berlin  the  men  who  clean  the  streets 
are  divided  into  four  groups.  Each 
group  has  an  inspector,  and  then  there 
is  a  head  inspector  over  all.  Each 
section  of  the  city  has  its  street-cleaning 
depots  with  yards  attached  in  which 
the  brooms,  shovels,  uniforms,  vehicles, 
and  all  tools  and  articles  are  kept  when 
not  in  use.     They  also  have  a  machine 


THIRD   GRADE   WORK  159 

shop  in  which  tools  can  be  repaired,  or 
from  which  new  ones  may  be  obtained. 
Do  we  have  inspectors?  Do  they  have 
to  pass  an  examination  to  see  if  they  are 
fit  to  do  the  work?  Do  the  same  men 
work  in  all  parts  of  the  city,  or  is  one 
section  assigned  to  one  group  of  men, 
and  another  section  to  another  group? 
Have  you  seen  the  men  sweeping  the 
streets?  What  did  they  do  with  the 
sweepings?  Have  you  seen  men  col- 
lecting garbage?  Where  do  they  take 
it?  What  is  done  with  it?  Have  you 
seen  men  collecting  ashes?  Where  are 
the  ashes  taken  and  what  is  done  with 
them?  Have  you  ever  seen  people 
removing  snow  from  the  business  section 
of  the  city?  Why  is  it  necessary  to  do 
so  in  some  cities?  Have  you  over  seen 
waste  i)ai)er,  or  banana  or  orange  peel 
ill  our  streets?  Have  we  baskets  in 
which  to  i)lace  the  waste  that  collects? 
To  what  arc  they  fastened?  Where  are 
they  located?  Where  are  the  brooms 
kept?  Do  tlicy  look  Hke  the  brooms 
used  ill  the  house?  Have  you  ever 
seen  a  street  sprinkler?  Wli>  do  we 
have  them'.'  Do  the  swee|)ers  sprinkle 
a  street  bchirc  they  swecj)  it'*  Do  we 
wash  our  streets?  'I'hey  wash  the  streets 
in  Hcrlin  regularly. 
c.   Ill  P)crhii  the  boys  who  assist  get  2  marks 


I  GO  SOCIALIZING    THE    CHILD 

(a  mark  is  a  p'wcv  of  money  worth  a 
little  less  than  25  cents),  or  about  50 
cents,  a  day  for  the  first  two  years. 
The  third  year  they  get  2j  marks  and 
the  fifth  year,  3  marks  a  day.  The  fore- 
man in  Berlin  receives  4f  marks  a  day 
for  the  first  three  years.  This  is  in- 
creased the  fourth  year  to  5  marks  a 
day,  which  is  the  highest  pay  he  ever 
receiv^es.  The  men  who  work  under 
the  foremen  get  3f  marks  a  day  for  the 
first  three  years,  and  thereafter  4  marks 
a  day.  The  entire  force  is  paid  every 
two  weeks.  When  are  our  men  paid? 
How  much  do  they  receive  a  day? 
What  does  our  foreman  get?  How 
many  hours  a  day  do  our  men  work? 

4.  Have   you   ever   heard   of   people   who   sort 

street    rubbish    after    it    is    disinfected,  to 
get  — 

Rags, 

Paper, 

Old  shoes,  etc. 
Have  3TJU  ever  heard  of  garbage  incin- 
erators? What  use  do  we  make  of  them 
in  our  large  cities?  Have  you  ever  seen 
dead  animals  removed  from  the  streets? 
Where  are  they  taken  ?  ^Vre  they  good  for 
anything? 

5.  What  can  the  people  who  live  in  a  city  do  to 

lielp    the    street-cleaning    department    and 
to  improve  the  appearance  of  the  streets  ? 


THIRD   GRADE    WORK  161 

a.  They  can  help  to  lessen  the  cost  of  collect- 

ing by  putting  each  form  of  waste  col- 
lected in  the  homes  into  the  kind  of 
receptacle  recommended. 
What  kinds  of  waste  may  be  put  with  the 
ashes?  Into  which  receptacle  do  we 
put  waste  paper?     Potato  parings? 

b.  They  can  help  to  lessen  the  cost  by  putting 

waste  paper,  or  peanut  shells,  or  banana 
peel,  or  candy  boxes  in  the  street  re- 
ceptacles prepared  for  them,  instead  of 
dropping  them  in  the  street. 

c.  They  can   have  competitions  to  see  who 

can  make  the  most  beautiful  balconies, 

backyards,  and  schoolyards. 
(3.  What  can  the  people  who  live  in  a  city  do  to 
help  those  who  try  to  keep  the  parks  and 
playgrounds  clean  and  beautiful? 

OTHER    CITY   PROBLEMS 

1.   I  low  are  we  kept  well? 

(I.  The  health  (l('|)artnient   inspects  the  sani- 
tary conditions  of  — 
Schools.  Factories. 

Streets.  Mills. 

P.'irks.  Piiw'ilc  Houses,  etc. 

f).  Tlic  lu'.'iltli  (l('|);irt  incut  t  lies  to  |)r('\'(Mil 
the  sale  of  iinpiiic  milk,  or  meal,  or 
fruit,  etc.,  .mikI  inspects  the  water  supply. 
c.  Physicians  nmst  rf>por1  any  conlagious 
disease  to  the  licaltli  oflifcrs.  '^i'licn  tlic 
health  depart incnl   tells  tlio  unfortunate 


162  SOCIALIZING    THE    CHILD 

family  what  to  do.  The  patient  may 
remain  at  home,  in  which  case  a  card  is 
placed  on  the  door  as  a  warning  to 
other  citizens ;  or  he  may  be  sent  to  a 
hospital  for  contagious  diseases  until 
he  recovers. 
d.  The  health  department  disinfects  the 
house  when  danger  of  contagion  is  over 
and  removes  the  placard.  It  may 
furnish  antitoxin  free. 
2.  How  can  we  help  the  health  department? 

a.  By  keeping  clothing  and  bodies  clean. 

b.  By  staying  out  of  doors  long  enough  each 

day  to  get  plenty  of  fresh  air,  and  by 
retiring  at  the  same  time  each  night  so 
as  to  get  plenty  of  sleep.  How  much 
sleep  do  we  need? 

c.  By  being  careful  not  to  eat  decayed  fruit 

or  to  drink  out  of  cups  that  others  have 
used. 

d.  By  being  careful  about  the  towels  we  use. 

By  not  handling  books,  pencils,  or  any- 
thing else  that  a  person  with  a  conta- 
gious disease  has  used. 

e.  By  refraining  from  visiting  a  person  who 

has  a  contagious  disease. 

/.  By  reporting  unsanitary  conditions. 

g.  By  refraining  from  spitting  in  the  street 
or  on  the  floor  of  a  trolley  car,  or  rail- 
way station. 

h.  By  helping  to  exterminate  places  in  which 
flies  breed. 


THIRD   GRADE   WORK  163 

REFERENCES  FOR  TEACHER'S  USE 

Andrews,  Jane,  Seven  Little  Sisters  who  Live  on  the  Round  Ball 

that  Floats  in  the  Air.     (The  story  of  Louise.) 
Andrews,  Jane,  Each  and  All.     (The  story  of  Louise.) 
Collier,  Price,  Germany  and  the  Germans  from  an  American  Point 

of  View. 
Dawson,  \\'.  H.,  German  Life  in  Town  and  Country. 
McDonald,    Mrs.   Etta   Austin    (Blaisdell)    and   Dalrymple, 

Julia,  Fritz  in  Germany. 
Marshall,  H.  E.,  History  of  Germany. 

SiDGwicK,    Mrs.    Alfred.     Peeps    at    Many  Lands  —  Germany. 
SiEPEN,  Edith,  Peeps  at  Great  Cities  —  Berlin. 
Wade,  M.  H.,  Our  Little  German  Cousin. 
WvLiE,  Ida  Alena  Ross,  The  Germans. 
VoNGE,  C.  M.,  Aunt  Charlotte's  Stories  of  German  History  for  the 

Little  Ones. 

in.    Life  in  Japan  From  a  Child's  Point  of  View. 

A.   Location  of  the  country  with  a  brief  description 
of  the  general  characteristics. 

\.  Write  the  name  Japan  on  the  blackl)oar(l. 

2.  Point  out    the   ishuids  on   the  globe.     Trace 

on  the  jilobe  a  route  to  Japan  and  have 
the  ciiiiih'cn  name  the  conveyances  used 
on  1h(*  journey  by  land  and  water. 

3.  Describe  physical  features. 

a.  Mountains  and  volcanoes.  (Show  |)icture 
of  I'ujisan  oi  I'usiyania  and  tell  whci'c 
it  is.) 

h.   I'rcciuency  of  carlJKiUMkes. 

r.   Rivers  and  WMtcrfiills. 

4.  Show  colored  pictures  of  tiie  country  and  its 

fX'oplc  tnlscn  from  tlic  Xali'intdl  (i((Hir<iplnc 


164  SOCIALIZING    THE    CHILD 

Magazine  of  November,  1911,  vol.  22, 
pages  968-1002.  Arrange  these  about  the 
room  low  enough  so  that  the  children  can 
examine  them  easily,  and  let  them  remain 
while  the  study  of  Japan  continues. 

B.  Homes  of  the  people. 

1.  Simple  construction  of  the  houses. 

a.  They  are  usually  low  —  only  one  story. 


Hi pruductd  hu  pirrnUsiun  of  Tlu  Hliiladiipliia  Museums. 

Nippon    Mdy    Katinu   Rict:. 


6.  Tlie  roofs  are  of  tile  or  thatch  supported  on 
posts. 

c.  There  are  no  chimneys. 

d.  The  walls  during  the  day  are  of  oiled  paper  ; 

during   the   night   wooden   shutters   are 


THIRD    GRADE    WORK  165 

put  in  place  to  form  an  outer  wall.  In 
the  daytime  the  front  of  the  house  is 
always  open. 
e.  The  partitions,  or  inner  walls,  are  formed 
by  screens  reaching  from  floor  to  ceiling. 
Grooves  in  the  ceiling  and  floor  run  both 
lengthwise  and  crosswise.  Into  these 
grooves  the  screens  are  fitted  forming 
rooms  of  any  desired  dimensions  ;  or  the 
partitions  may  all  be  removed  if  com- 
fort recjuires,  or  some  may  be  remo\'ed 
and  others  left  in  place. 
/.  The  furniture  is  always  simple.  Mats 
(two  inches  thick)  serve  foi-  chairs  in 
the  daytime,  and  also  for  beds  at  night. 
Low  stools  and  trays  serve  for  tables. 
Wooden  headrests  are  used  in  place  of 
pillows. 
(J.  The  materials  used  in  the  houses  of  the 
Ix'ttcr  classes  may  be  more  costly  and 
more  caicl'ully  selected  than  tiic  mate- 
rials used  by  the  poorer  classes;  e.g. — 
Posts  and  ceilings  may  b(>  of  ebony  in- 
laid with  gold. 
Floors  may  be  of  laic  polished  woods. 
The  screens   which  separate  the  rooms 

may  be  painted  beautifully. 
The  wall  piclinc  or  |);iiicl  painted  on  silk 
is  culled  a  kitkctnono.  In  the  bett<'r 
homes  gicat  pains  are  always  taken  to 
have  the  kakemono  in  perfect  keeping 
wit  h  its  sin'ronndings. 


166  SOCIALIZING    THE    CHILD 

2.  Surrouiidings. 

The  house  faces  a  court,  and  the  best  room 
overlooks  a  beautiful  garden.  The  en- 
trance from  the  street  is  opposite  the  rear 
wall  usually. 

3.  The    *'  honorable  recess." 

An  alcove  in  the  best  room  of  the  house  is  the 
portion  of  the  home  in  which  the  most 
beautiful  thhigs  are  kept.  In  this  "  hon- 
orable recess  "  the  treasures  are  changed 
from  time  to  time.  Those  not  in  use, 
whether  vases,  or  paintings,  etc.,  are  kept 
out  in  the  garden  in  a  fireproof  building 
which  is  made  of  cement  usually,  and 
painted  black,  with  the  owner's  crest  in 
white  on  the  top.  It  is  called  a  "  go- 
down." 

4.  The  Kitchen. 

A  small  metal  vessel  like  a  brazier  filled  with 
charcoal  is  the  usual  form  of  stove.  A 
large,  rough  jar  nearly  filled  with  water, 
into  which  the  fragments  of  burning  char- 
coal are  dropped  when  the  fire  is  no  longer 
needed,  saves  the  charcoal  and  is  a  pre- 
caution against  fire.  There  is  also  a  jar 
as  large  as  a  barrel  to  hold  the  drinking 
water  and  numerous  jugs  to  hold  sauce, 
vinegar,  wine,  etc.  Stout  bowls  with  rough 
bottoms  are  used  for  graters ;  shallow 
earthen  pans  are  used  for  parching  corn 
and  peas.  Convenient  cupboards  with  slid- 
ing doors  contain  the  dishes. 


THIKD   GRADE   WORK  167 

C.  The  new  Japanese  baby. 

1.  Visits  of  friends  and  relatives  to  welcome  the 

newcomer  and  the  gifts  presented. 

a.  The  favorite  gift  is  an  inru  hariko  which  is 
a  papier  mache  dog,  strangely  propor- 
tioned and  spotted  black  and  white  like 
a  circus  pony.  This  dog  is  supposed  to 
give  the  baby  strength.  Other  presents 
are  toys,  and  pieces  of  cotton,  silk,  or 
crepe,  for  the  baby's  dress.  Each 
present  must  be  accompanied  by  fish 
or  eggs  for  good  luck. 

h.  Each  present  must  be  carefully  wrapped 
in  delicate  paper  and  tied  with  a  red 
and  white  paper  string,  and  the  noshi, 
or  bit  of  dried  fish  inserted  for  good 
luck,  must  be  daintily  folded  in  a  piece 
of  colored  paper.  The  proper  manner 
of  sending  a  present  and  of  accepting 
one  is  of  great  importance  in  Japan. 

2.  The  naming  of  I  he  baby,  before  the  seventh 

day. 
a.  No  middle  names  are  given. 
h.  No   name   of    any   Hving    relative   can    be 

use(  1 . 
r.   Date  of  l)irlh  and  name  are  ivgistcred 
(I.    Household  holid.'iy  i--  Im-M   in  honor  of  Ihc 

event. 
e.  l?f'd  bo;ui  rice,  a  festive  dish,  is  served  on 
such  occasions. 
'.\.  The    Miija    Maim,   that    is   the   c(>n^mony   of 
taking  the  baby  to  the  temple  for  its  first 


168  SOCIALIZING   THE    CHILD 

visit  on  the  thirty-first  day  if  a  boy,  or  on  the 
thirty-third  day  if  a  girl. 

a.  Baby's  dress. 

A  kimono  of  finest  silk  or  crepe  made  es- 
pecially for  the  occasion.  (The  crest  of 
the  family  appears  upon  it  in  various 
places.)  Tlw  prevailing  color  of  the  back- 
ground is  red  for  a  girl  and  yellow  for  a 
boy. 

b.  Admiring  friends  are  there  in  great  num- 

bers. 

c.  An  attendant  carries  the  "  spotted  dogs." 

d.  The  purpose  of  the  ceremony  is  to  place 

the  child  under  the  protection  of  the 
guardian  deity  of  the  place  or  district 
in  which  it  is  born. 

e.  OfTerings  are  made  in  the  temple,  and  an 

amulet  is  obtained  which  the  l)ahy 
wears  thereafter  in  a  bright -colored 
crepe  bag  fastened  to  its  side. 

/.  On  the  way  home  from  the  temple  the 
baby  calls  on  all  the  friends  who  sent 
"  spotted  dogs  "  and  offers  each  a  bag 
of  candy  purchased  in  the  temple  court 
as  a  return  present. 

g.  At  home  that  same  evening  there  is  an 
entertainment  to  which  only  intimate 
friends  and  relatives  are  invited. 

h.  On  that  same  day  all  presents  received 
during  the  first  month  of  the  child's  Ufe 
must  be  acknowledged  by  a  return  gift 
sent  by  a  special  messenger,  or,  if  the 


THIRD   GRADE   WORK  169 

presents  are  numerous,  more  than  one 
day  may  be  devoted  to  this.  Suitable 
return  presents  may  or  may  not  be 
accompanied  by  a  note  of  thanks.  The 
kinds  of  return  presents  are  : 

(1)  Red    bean    rice    sent    in    a   handsome 

lacquered  box  on  a  lacquered  tray 
and  the  whole  covered  with  a  square 
of  crei3e  or  silk,  decorated  with 
the  family  crest.  (Both  box  and 
tray  are  returned  by  the  messenger 
who    delivered    the    gift.) 

(2)  Cakes  of  mochi,  or  rice  paste. 
4.  Carrying  tlie  baby.     (Use  pictures.) 

a.  Only  babies  of  the  lower  classes  are  tied  on 

the  back  of  a  sister,  or  brother,  or 
mother. 

b.  ]^al)ies  of  the  middle  classes  ride  upon  the 

back  of  a  nurse  until  they  arc  able  to 
walk,  and  arc  kc|)t  in  the  gardens, 
ratiicr  tliaii  in  the  streets,  where  the 
poor  ciiiidi'cn  play. 

c.  |-iabics    of    the     richest     families,     of    the 

nobility,  and  of  1  he  imperial  family,  are 
ne\'er  carried  about  on  the  l)ack  of  any- 
one. 

I).   Amusements,    games,    sports,    and    festivals    of 
Japanese'  childien. 

1.  P'lyiiig  kites  and  kite  f^tes. 

2.  Sf)inning  tops  :iiid  light ing  tops. 

■\.    Hunt  ing  M;rMsshoppets  ;in(l  (ircHicH. 


170  SOCIALIZING    THE    CHILD 

4.  Drivinp;    butterflies    throu^li    the    air    with 

fans. 

5.  Fishing. 

6.  Setting  up  toy  water  wheels  to  drive  mills 

and  machines  which  the  boys  have  made. 

7.  Painting  sand  pictures  by  the  roadside  with 

colored  sand. 

a.  White  sand  is  used  first  to  represent  a 

sheet  of  white  paper. 

b.  Black  sand  is  used  to  outline  some  figure 

or  animal. 

c.  Red,  yellow,  and  blue  sand  are  all  used 

in  filling  in  the  spaces. 

8.  Visits  to  fairs  and  participation  in  festivals. 

9.  Many  games  with  cards ;  usually  these  are 

tests  of  knowledge  of  literature  or  history. 

10.  Wearing  masks  to  represent  animals. 

11.  Rolling  hoops. 

12.  Various  games  with  balls  and  balloons,  also 

battledore  and  shuttlecock. 

E.  Holidays  in  Japan. 

1.  The  Feast  of  Dolls  for  girls,  which  is  held  on 
th(^  third  day  of  the  third  month  and  lasts 
three  days. 

a.  The   \dsit    to   the   fireproof   storehouse  in 

the  garden  to  get  the  household  dolls 
with  which  mother,  grandmother,  and 
perhaps  her  mother  and  grandmother 
played,  and  which  were  then  put  away 
for  other  little  girls  of  the  family. 

b.  The    arrangement   of   the    dolls    on    long 


THIRD   GRADE   WORK  171 

shelves  covered  with  red  and  placed  on 
the  walls  of  the  "  honorable  recess." 

c.  The  most  prominent  dolls  are  the  effigies 

of  the  Emperor  and  Empress  in  antique 
court  costume  seated  on  a  lacquered 
dias ;  near  them  are  the  five  court 
musicians,  each  dressed  in  his  robe  of 
office  and  holding  his  instrument.  These 
imperial  dolls  are  given  the  place  of 
honor.  An  elegant  table  service  is  set 
out  before  them  consisting  of  trays, 
bowls,  cups,  sake-pots,  and  rice  buckets, 
and  the  little  girls  serve  them  with  food 
three  times  a  day  while  the  festival  lasts. 

d.  Dozens  of  other  dolls  of  less  importance 

are  in  the  collection.  Each  has  the 
proper  furnishings  and  conveniences  of 
its  own  day  such  as  kitchen  utensils, 
fire  boxes,  tongs,  charcoal  baskets,  toilet 
articles,  tea  sets,  etc. 

e.  New   dolls   are   always   ))urchased    during 

the  festival   and    favorite    old    ones  are 

repaired. 
/.    Little    girls    visit    each    other    to    see    the 

display  in  the  various  households.     They 

also   visit    ihc   shops,    which    take   on    a 

festive    a))|)('ar:iiic('    ;it    such    limes   and 

arc  suit.'il>l\'  dccoi-.-ilcd. 
Thf  Flag  Festi\;il  loi   boys,  celebrated  on  the 

lifth  d;iy  of  the  fil'lh  moiilh. 
(I.    I'or  days  before,   the  shops  are  gay  with 

teinj)ting  toys,  b.iiiiicrs,  ;iii(l  flags. 


172 


SOCIALIZING    THE    CHILD 


Ri produced  bu  ptrmisulon  of  The  Phlladd phia  Museums. 
Lklkbkating  the   Flag  Festival. 


Within  the  homes  the  same  red-covered 
shelves  used  in  the  dolls'  festival  are 
placed  on  the  walls  of  the  "  honorable 
recess  "  and  a  visit  is  made  to  the  garden 
to  get  treasures  from  the  storehouse. 

The  flower  used  in  decoration  is  the  iris, 
or  flag,  with  sword-shaped  leaves. 

The  objects  placed  on  the  shelves  are 
helmets,  bows  and  arrows,  swords, 
spears,  coats  of  mail,  flags,  and  images 
of  their  heroes.  Jingo,  the  warrior 
empress,  is  there ;  Kintaro,  who  grew 
up  in  the  mountains  and  fought  with 
bears    when    he    was    a    mere    babe ; 


THIRD    GRADE    WORK  173 

Yoshitsune,  the  marvelous  fencer  and 
general ;  Takenouchi,  the  white-haired 
prime  minister,  and  other  brave  heroes 
too  numerous  to  mention ;  soldiers, 
generals  on  horseback,  bands,  and  army 
nurses. 

e.  The  food  offered  is  mochi  wrapped  in  oak 
leaves  because  the  oak  is  the  emblem  of 
strength  and  endurance. 

/.  The  emblem  used  on  the  flagstaff  is  the 
carp,  a  fish  that  goes  up  the  stream 
against  the  current,  signifying  perse- 
verance and  courage  under  difficulties, 
and  readiness  to  overcome  obstacles  to 
progress.  The  flag  of  Japan,  flags  of 
the  navy,  and  carp  banners  in  colored 
silk  float  from  bamboo  poles  in  each 
yard. 

g.  On    the    streets    there    are    sham    battles, 
marching    and    counter-marching,    and 
acrobatic  performances. 
3.  The  various  flower  festivals  during  which  the 
childrfMi  have  picnics  spending  the  day  out 
of  doors  in  a  famous  garden.     'I'liese  festi- 
vals occur  when  any  one  of  the  following 
attain  their  greatest  loveliness: 

a.  The  plum. 

h.  The  cherry. 

r.  The  chrysanthemum. 

(I.  The  iris. 

e.  The  azalea. 

/.  The  lotus. 


174 


ROrTATJZTNG    TTTE    CHTLD 


Ht produced  bu  liirmis.tion  of  The  Phltaddphia  M m.iums. 

The  New   Year's  Feast. 

The  Feast  of  the  New  Year  lasting  seven  days 

is  the  greatest  annual  festival  in  Japan. 
a.  Preparation  for  the  New  Year. 
(1)  House  cleaning. 

Every  box  and  closet  must  be  emptied 
and  put  in  order  again  ;  mats  are 
taken  out,  beaten  and  brushed,  and 
woodwork  from  ceiling  to  floor  is 
carefully  washed.  Walls  are  flicked 
with  a  paper  flapper  which  takes 
the  place  of  our  feather  duster. 
All  the  clothing  and  the  quilts  must 

be  sunned  and  aired. 
All  the  curios  of  the  family  must  be 
unpacked,     carefully     dusted,     and 
wrapped   and    put   back   into   their 
boxes. 


THIRD    GRADE    WORK  175 

All  repairs  in  either  house  or  garden 
must  be  completed,  and  lastly,  every- 
thing in  the  house  must  be  beaten 
with  a  fresh  bamboo. 

(2)  Preparing  the  food  for  the  festival. 

(3)  The  presents  to  be  sent  out  before  the 

festival  and  during  the  day. 

(4)  The  sewing  and  the  shopping. 

(5)  The  decorations  for  the  festival. 
Gates   are   almost   concealed   by   pine 

and  bamboo  on  which  oranges,  lob- 
sters, straw  rope,  straw  fringe,  white 
paper,  and  images  of  good  luck  are 
hung  as  decorations. 
In  the  tokonortia,  or  place  of  honor  in 
the  best  room,  great  cakes  of  mochi 
(rice  dumplings)   are  set   in   a   dish 
covered   with   fern   leaves   and   sur- 
rounded by  seaweed. 
Even   the   horses   are   decorated   witli 
gay  streamers. 
h.  The  celebration. 

(1)  Chilch'cii    \v(>ar   their   jirettiest    clothes 

from  early  morning  until  bedtime, 
and  go  about  in  jinrtkLslias  with 
their  parents  from  house  to  liouse 
to  make  New  Year's  \isits. 

(2)  Guests  are   coming    and    going   in   all 

directions    to    bring    congratulations 
!ind  gifts. 
(3j    in  the  evening  young  and  old  join  in 
the  games. 


176  SOCIALIZING   THE    CHILD 

F.  How  the  children  help  in  the  daily  occupations 

carried  on  in  city  and  country. 

1.  The  work  done  by  Japanese  boys  who  begin 

to  earn  their  own  living  at  the  age  of  fiv^e 
if  the  family  is  poor.  (Study  pictures  of 
workshops  in  the  city.) 

a.  Helping  to  bind  books. 

h.  Helping  to  make  paper  lanterns  and  to 
decorate  them. 

c.  Helping  to  make  porcelain  cups. 

d.  Winding  the   grass   rope   used   in   decora- 

tions for  festive  occasions. 

e.  Weaving  mats  for  the  floor,  etc. 

2.  Help  given  by  the  girls. 

a.  Taking  care  of  the  baby. 

h.  Helping  about  the  house  in  various  ways. 

3.  Outdoor  work   in   the  country  in  which  the 

boys  and  girls  both  help.  (Study  pictures 
of  burden  bearers  in  Japan,  of  the  rice 
fields,  of  the  tea  plants.) 

G.  A  Japanese  school.     (Study  pictures.) 

1 .  Peculiar  customs. 

a.  The   children   remove   their   shoes   at   the 

door. 
h.  The  socks  worn  indoors  look  like  mittens. 

c.  The  children's  pockets  are  in  their  sleeves. 

d.  The  children  learn  their  lessons  out  loud. 

e.  The  master  carries  a  fan. 

2.  Politeness. 

a.  Ways  of  showing  respect  to  the  teacher. 
(>.   Politeness  of  teacher  toward  pupils. 


THIRD   GRADE   WORK  177 

3.  Manner  of  reading  and  writing. 

a.  In  using  the  reader  the  child  turns  to  the 
right-hand  cover  or  end  of  the  book  for 
the  first  page.  The  hues  do  not  run 
across  the  page,  but  up  and  down. 

h.  The  writing  is  done  with  a  brush  instead 
of  a  pen. 

c.  The   pupil    paints   words,    one   under   the 

other,  beginning  at  the  top  right-hand 
corner  and  finishing  at  the  bottom  left- 
hand  corner. 

d.  The  Japanese  learn  to  address  an  envelope 

thus : 

United  States 
New  York 

New  York  City 

Brown  John  Mr. 

//.   Home  instruct  ion  ot  .l:ii);iii(',s{^  children. 

1.   Politeness  and  consideration  for  others. 

a.  How  to  treat  superiors,  e([uals,  and  in- 
feriors; how  many  bows  to  make,  and 
how  to  make  them  gracefully. 

h.   How  to  offer  a  cup  or  a  |)lat(\ 

r.  How  to  carry  a  bowl  or  a  tray  at  the 
proper  Ie\-el  in  serving  a  guest. 

(1.    I  low  to  eiil  er  a  room. 

e.  How    to    laugh    withoul    being    boisterous. 

Noisy     laughter     seems     vulgar     to    a 
Ja[)aneso. 
/.  The  girls  arc  taught    to  listen   t(t  the  con- 


178  SOCIALIZING    THE    CHILD 

versalioii  of  others  syiiii)athetically  aiul 
to  speak  hut  seldom. 
g.  A  girl  is  taught  to  look  up  to  her  brother  as 
her  master  even  if  he  is  younger  than 
herself,  and  must  try  at  all  times  to 
make  him  happy. 

2.  Self-control.     They  are  taught  not  to  cry  or 

to  quarrel,  but  to  control  the  emotions 
of  grief  or  anger.  The  girls  are  ex- 
pected to  be  unselfish,  the  boys  brave. 

3.  Cultivation  of  an  appreciation  of  beauty. 

a.  Both  boys  and  girls  are  taught  to  appre- 
ciate the  beauties  of  nature,  especially 
flowers. 

h.  They  are  taught  how  to  place  a  picture, 
a  vase,  or  a  spray  of  blossoms  in  the 
"  honorable  recess  "  to  produce  the 
best  artistic  effect. 

/.     Commendable  characteristics  of  the  Japanese. 

1.  They  are  an  exceedingly  polite  people,  noted 

for  their  courtesy,  and  they  show  remark- 
able self-control. 

2.  They  are   generous,   high-spirited,   patriotic, 

and  courageous. 

3.  They  are  noted  for  their  cleanliness  and  thrift, 

their  simple  living,  and  keen  appreciation 
of  the  beauties  of  nature. 

4.  They    are    also    noted    for    their    tenderness 

toward  and  patience  with  children,  and  for 
their  devotion  to  aged  relatives. 

5.  They  excel  in   artistic  workmanship  and  in 


THIRD    GRADE    WORK  179 

art.  In  the  last  60  years  they  have  made 
conspicuous  progress  in  industrial,  commer- 
cial, and  military  lines. 

6.  Japanese  children,  in  the  judgment  of  Euro- 

peans and  Americans  who  have  spent  years 
in  Japan,  are  the  happiest,  the  most  com-- 
teous,  and  the  least  self-conscious  of  any 
children  in  the  world.  They  are  punished 
less  than  other  children,  and  seem  to  need 
reproof  or  rebuke  less  frequently  than  chil- 
dren in  other  lands. 

7.  The   philologists   tell    us  that  there  are  no 

"  swear  words  "  in  the  Japanese  language. 
Query: 
What  can  we  learn  from  the  Japanese? 
What  can  they  learn  from  us  ? 

PROBLEMS 

1.  Make  a  list  of  articles  wliicli  we  use,  and  which  you 
have  seen,  that  are  made  in  .lapaii.  (If  childnMi  are  near 
any  of  our  largest  cities  or  the  Pacific  Coast,  the  list  will 
be  long;  but  even  in  country  districts  the  fan  and  the 
cup  and  saucer  are  known.) 

2.  Take  tlic  cliildrcn  lo  a  museum,  a  Japanese  store, 
or  the  Ja|)anese  depart  rnciit  of  any  large  store  to  see  the 
Ix-atitifiil  workniaiisliip  of  llic  .lapanese.  Collect  sanifjles 
of  Japanese  silk,  crepe,  and  j)ap('i\ 

',^.  Have  you  seen  any  Japanese  men?  ila\'e  you  seen 
any  Japanese  women?  Are  there  many  Jai)anese  living 
in  our  country  ?  In  wliidi  portion  of  the  count  I'v  do  most 
of  them  live? 


180  SOCIALIZING    THE    CHILD 

4,  Are  we  as  courteous  in  our  treatment  of  them  as  they 
are  in  their  treatment  of  Americans  who  hve  in  their 
country  ? 

5.  Do  you  know  any  Americans  who  have  traveled  in 
•^  Japan,  or  who  have  hved  there  for  some  time?     Why  do 

Americans  go  to  Japan?     Why  do  Japanese  come  here? 
(J.  Show  Japanese  flags. 
7.  Contrast  their  hoHdays  with  ours. 

REFERENCES  FOR  TEACHER'S  USE  AND  FOR  SUPPLEMENTARY 

READING 

[References  for  teacher's  use  on  Jupun  are  many  and  copiously 
illustrated.     Those  written  by  people  who  have  made  only  a  Ijrief 
stay  in  Japan  should  ])e  avoided.] 
Bacon,  Mrs.  A.  M.,  Jupauc.se  (lirl.s  (uid  Women. 

Views  the  Japanese  from  the  standpoint  of  home  life  and  em- 
phasizes the  feminine  side.     Illustrations  by  Keishu  Takenouchi. 
Campbell,  Helen  L.,  The  Story  of  Little  Metsu,  the  Japanese  Boy. 
A  book  of  93  pages,  well  illustrated,  and  full  of  significant  facts 
on  Japanese  life. 
Carroll,  Clarence  F.,  Around  the  World,  Book  One,  pages  139 
to  159,  contains  an  account  which  third  grade  cliildren  can  read 
easily ;  also  many  illustrations  bearing  on  the  material  suggested 
in  this  outline. 
Chance,  L.  M.,  Little  Folk-.';  of  Muiuj  Landi<. 

The  Story  of  Alatsu,  pages  9o  to  111,  can  be  read  by  the  chil- 
dren. 
Finnemore,  John,  Peeps  at  Many  Lands  —  Japan.     Needs  adapta- 
tion. 
Hubbard,  T'iardner  Greene,  The  Japanese  Nation  —  A    Typical 
Product  of  Environment. 

This  article  is  found  in  the  Annual  Report  of  the  Smithsonian 
Institute  for  1895  and  is  well  worth  reading. 
Lloyd,  A.,  Every-day  Japan. 

This  gives  the  college  professor's  point  of  view  on  the  daily  life, 
lllu.slmted. 


THIRD   GRADE   WORK  181 

Menpes,  Mortimer,  Japan,  a  Record  in  Color. 

(Transcribed  by  his  daughter,  Dorothy  Menpes.)  This  looks 
at  life  in  Japan  from  an  artist's  point  of  view.  The  daughter, 
Dorothy  Menpes,  lived  in  Japan  when  she  was  a  child,  and  re- 
turned again  later  in  life.  The  illustrations  in  color  are  by  the 
father,  jMortimer  IVIenpes. 

Pkkkins,  Lucy  P'itch,  The  Japanese  Twins. 

Here  the  author  succeeds  in  getting  a  little  child's  jjoint  of  view 
and  tells  the  significant  facts  of  Japanese  life  in  a  charming  manner. 
See  especially  her  account  of  Take's  birthday.  Chapter  V  (the 
Feast  of  Dolls),  and  Taro's  Birthday  (the  Feast  of  Flags).  The 
courtesj^  of  the  people  is  well  shown  in  the  stories. 

Wade,  M.  H.,  Our  Little  Japanese  Cousin. 

Contains  good  material  which  will  need  adaptation  for  third 
grade  children. 


IV.     Life  in  France  From  a  Child's  Point  of  View. 

A.    Location   and   description   of   Paris,   the  repre- 
sentative city. 

(The  French  people  liave  made  it  tlie  most 
beauliful  city  in  the  world.  Everythinji;  that 
feasts  the  eye  or  delights  the  ear  can  be 
found  in  i^aris,  the  "  Paradise  of  Children," 
who  are  welcomed  in  all  its  pleasure  fi;rounds.) 

1.  Ijocate  on  a  glolx^ 

2.  The  plan  of  the  city. 

a.  The  city  resem})les  a  wheel  in  its  plan. 

h.  The  hul).  tlie  "Cradle  of  France,"  is  a 
small  island  in  the  Seine,  and  the  fa- 
mous ('athe(hnl  of  Noti'e  Dame  looks 
down  upon  it . 

c.  The  circumference  or  rim  of  IIk-  wheel 
is  the  outer  boundary  of  the  ('ity. 


182  SOCIALIZING    THE    CHILD 

3.  The  city  as  we  see  it  from  the  Seine. 

a.  This  river  winds  through  the  city  for  six 
and  one   half  miles.     By   following    it 
from  east  to  west  we  can  see  some  of 
the  best  portions  of  Paris. 
6.  On  the  right  bank  we  may  see  — 

(1)  The  Place  de  la  Concorde,  the  largest 

square  of  the  city,  with  its  obelisk, 
^  its  statues,  its  monuments,  its  whir 

of  wheels  by  day,  and  its  countless 
beautiful  lamps  at  night. 

(2)  The  column  of  Victory. 

(3)  The  triumphal  arch. 

(4)  Magnificent  pubhc  buildings,  palaces, 

shops,  and  art  galleries. 

(5)  Parks  and  boulevards  filled  with  trav- 

elers and  visitors  from  every  land. 

(6)  The  Gardens  of  the  Tuileries,  which 

extend    from    the    Louvre    to    the 
Place  de  la  Concorde. 

(7)  The  Champs-Elys^es,  an  avenue  233 

feet  in  width  (wider  than  Unter 
den  Linden),  which  leads  from  the 
Place  de  la  Concorde  to  the  Arc 
de  Triomphe,  Napoleon's  arch,  more 
than  a  mile  away. 
c.   On  the  left  bank  we  may  see  — 

(1)  The   Hotel   des   Invalides    (home   for 

old    soldiers).     The   tomb   of   Na- 
poleon is  here. 

(2)  The  Sorbonne,  the  old  University  of 

Paris. 


3J 


1183) 


184  SOCIALIZING    THE    CHILD 

(3)  Tlie  l^aiithcoii,  in  which  are  memorials 

to    commemorate    the    heroic    and 
beneficent  deeds  of  French  patriots. 

(4)  In  this  section  of  the  city  most  of  the 

students  hve. 
d.  Sights  on  the  Seine. 

(1)  Penny    steamers    with    garden    seats 

and  canvas  tops,  leaving  every  five 
minutes. 

(2)  Tugs  hauling  barges. 

(3)  A^essels  draw^n  by  cables  under  water. 

(4)  Laundry   boats,    pleasure   boats,   row 

boats,  canoes. 

(5)  The  water  pageant  which  takes  place 

on  the  Seine  in  July  each  year. 

(6)  The  fifty-seven  beautiful  bridges  which 

cross  this  stream. 
4.  The  boulevards. 

a.  The    boulevards    are    arranged    in    rings 

inside  the  circumference  or  rim  of  the 
city.  These  are  the  city's  recreation 
grounds.  They  are  lined  with  caf^s 
and  bordered  with  trees.  At  beautiful 
kiosks  newspapers  of  every  kind  are 
sold,  also  flowers  in  abundance.  Clean- 
liness, order,  taste,  and  courtesy  are 
in    evidence    every w^here. 

b.  The  people  in  each  district  or  (quarter  of 

the  city  have  access  to  the  boulevards 
and  use  them  daily  for  two  purposes. 
(1)  As  places  in  which  to  walk  and  enjoy 
the  life  of  the  street. 


THIRD    GRADE    WORK  185 

(2)  As  social  centers  for  exchanging  the 
news  of  the  day  and  enjoying  a 
friendly  chat  with  neighbors  while 
they  lunch  together.  Good  things 
to  eat,  agreeable  conversation,  and 
interesting  street  scenes  are  found 
in  all  of  them.  Sometimes  there  is 
music  or  oratory. 
The  "zoos"  of  Paris. 

a.  The  Jardin  des  Plant es,  a  large  botanical 

and  zoological  garden  free  to  all. 

b.  The  Jardin  d'Acclimatation  on  the  edge 

of  the  Bois  de  Boulogne.     (The  entrance 

fee  is  one  franc.) 
Famous  parks  of  Paris. 
(I.  Tlu'  open  spaces  of  the  Palais  Royal. 
h.   Tlie  *Parc    Monceau    with    its    delightful 

walks,  the  favorite  resort   of  people  of 

wealth  and  fashion. 

c.  The  Clardens  of  the  Tuileries. 

Tliese  gardens,  once  the  gardens  of  a 
royal  palace,  are  situated  on  the  right 
bank  of  the  Seine.  "^I'hey  contain  some 
famous  sculptures  and  are  favorite  play- 
grounds of  the  ciiildreii. 

d.  Tlie  gardens  of  llie  Liixciiihourg. 

They  are  sitiinted  on  llic  Icl'l  bimk  of  the 
Seine  and  are  among  I  lie  most  famous 
and  l)eautiful  gardens  in  i*aris.  in  addi- 
tion to  lieanlit'nl  flowers,  fountains,  and 
sculpt ures,  they  contain  two  fine  build- 
ings, the  palace  of  the  Luxeniboiu'g  and 


186  SOCIALIZING   THE    CHILD 

the  Musee  de  Luxembourg.  The  latter 
is  one  of  the  most  famous  art  galleries 
of  Paris. 
e.  The  Bois  de  Boulogne,  the  great  play- 
ground of  Paris  and  the  proudest  posses- 
sion of  the  municipahty. 

(1)  Natural  attractions. 

The  Bois  contains  over  two  thousand 
acres  of  hill  and  valley,  dense  woods 
through  which  are  winding  drive- 
wa3^s,  bridle  paths  and  footpaths, 
lakes,  fountains,  and  ample  open 
spaces  where  fetes  are  given.  As 
Uttle  of  the  natural  character  of  the 
place  has  been  changed  as  possible. 
The  trees,  mostly  pines,  grow  so 
thickly  that  in  places  one  feels  one- 
self quite  in  the  heart  of  the  wood 
miles  from  any  city. 

(2)  Artificial  attractions. 

There  are  race  tracks,  dance  halls,  res- 
taurants where  one  may  take  dinner 
or   afternoon  tea  on  verandas  gay 
with  flowers  and  palms,  playgrounds 
for  the  children,  and  fireworks  and 
Japanese  lanterns  in  the  evening. 
7.  Pleasures   and    entertainments   paid   for   by 
the    municipality    and    free    to    all    the 
people, 
a.  Excursions  for  school  children. 
h.  Flower  shows. 
c.   Automobile  shows. 


THIRD   GRADE   WORK  187 

d.  Horse  shows. 

e.  Fetes. 

8.  Principal  holidays. 

a.  Thursday  is  the  weekly  holiday  for  school 

children. 

b.  The  New  Year's  celebration  is  a  universal 

fete.  Visits  are  made  to  exchange  good 
wishes.     Presents  are  given. 

c.  On  April  first  French  children  send  pres- 

ents called  "  April  Fish,"  dainty  re- 
minders that  spring  is  coming. 

d.  At   Easter   time    the    shops    are  suitably 

decorated  and  many  mysterious  eggs 
are  displayed,  each  filled  with  presents. 

e.  The  "  Fourteenth  of  July  "  corresponds  to 

our  Fourth  of  July  and  is  celebrated 
every  year  by  fetes  suited  to  the  occa- 
sion. 

B.    The  cliilch-en  of  Paris  and  their  pleasures. 

1.  Some  of  their  playgrounds. 

n.  The    scores    of    small    st^uares    and    open 
places, 
riio  peaceful  old  churchyards, 
riic  Luxciiiboiiig  ( i.'icdens. 
riic  ( lardens  of  llic  Tuil(>ries. 
riic  Cardcii  of  Planls. 
riic  (  'liani|)s-l^iys('('s. 
Sonic  <tf  I  lie  tilings  they  <lo. 
a.   It)  the  parks  t  liey  — 
.M;ik(^  sand  pies. 
Wliij)  gayly  |)ainted  lops. 


h. 

c. 

(L 

c. 

/. 

188  SOCIALIZING    THE   CHILD 

Play    sokliers,    "  prisonor's    base,"    "  I 

spy,"  and  "  iiide  and  seek." 
Play  ball. 
Skip  ropes. 
Roll  hoops. 

Spin  "  Diabolo  "  spools. 
Have   picnics   on   the   grass   with  their 

dolls,     painted    horses,    and    woolly 

lambs. 
Ride  on  the  merry-go-round. 
Watch  "  Punch  and  Judy  "  shows,  and 

Marionette  shows. 

b.  At  the  Gingerbread  .Fairs  they  — 

Ascend  above  the  house  tops  in  captive 

balloons. 
Slide  on  toboggan  slides. 
Watch  clowns,  jugglers,  and  acrobats. 
Buy  toys,  candy,  or  gingerbread  at  the 

shops. 

c.  In  the  Garden  of  Plants  they  — 

See  all  kinds  of  plants  and  animals. 

Visit  the  aquarium. 

Go  to  the  big  amphitheater  where  a 
perpetual  circus  goes  on  every  pleas- 
ant day. 

Ride  on  elephants,  goats,  de-gr,  zebras, 
or  Shetland  ponies. 

Listen  to  the  band  or  to  the  hurdy- 
gurdy. 

d.  In  the  "  Fairyland  "  Gardens  by  paying 

the  admission  fee  (about  five  cents)  they 
may  — 


THIRD   GRADE   WORK  189 

See  Sleeping  Beauty,  birds  that  talk, 
pigs  that  sing. 

Go  inside  an  elephant  with  a  staircase 
in  his  left  hind  leg,  a  suite  of  rooms  in 
his  immense  body,  and  a  supper  hall 
in  his  forehead  from  which  a  glimpse 
of  the  outside  world  can  be  seen. 

See  Red  Riding  Hood  talking  to  the 
wolf  in  one  of  the  paths. 

Be  served  to  supper  by  dwarfs  and  fairies 
at  little  tables  amid  flowers. 
e.   They    go    on    delightful    picnics    to    the 

country. 
/.   They  sail  in  pleasure  boats  on  the  Seine. 

C.    The  holiday  in  llu^  countrj^  given  to  the  poorest 
children  of  Paris. 

1.  Location  of  Holiday  House. 

(I.  Ill  fli(-  liKle  village^  of  Mandres  iij)  in  the 
Vosges  Mountains  in  northeastern 
France,  225  miles  from  i^aris. 

b.  Tlic  liouse  itself  is  very  large,  situated  on 
a  bracing  hillside  above  the  village. 

2.  Arrangements  for  the  journey. 

n.  Tlif  sf'Icft  ions  a?'e  made  by  a  group  of 
l)liysici;ins  in  consultation  with  the 
teachers  of  the  clcnKMitMry  schools. 

h.  "^rwo  htnuh'cd  <'liil(lr('ii  nrc  taken  out  to 
the  liolidiiy  House  for  three  weeks, 
"^riien  the\'  return  ;ind  two  hinidi'ed 
more  are  sent.  The  fij-st  division  goes 
out  in  May,  the  l.isl   in  October. 


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1190] 


THIRD   GRADE    WORK  191 

c.  The  city  pays  all  expenses.  The  railroad 
charges  one  quarter  fare. 

The  journey. 

a.  They  go  out  on  slow  trains  leaving  Paris 
at  nine  o'clock  a.m.  and  reaching  the 
village  of  Mandres  at  five  o'clock  p.m. 

h.  They  ride  in  long  wagons  in  groups  of 
twenty  to  the  Holiday  House. 

Life  at  the  Holiday  House. 

a.  They  are  weighed  when  they  arrive  and 
when  they  leave. 

h.  They  stay  out  of  doors  except  while  eat- 
ing  and    sleeping. 

c.  They    write    home    once    a    week,    make 

their  own  beds,  collect  wild  flowers 
and  insects  for  the  local  museum,  and 
thoroughly  enjoy  the  quiet  of  the 
country,  the  flowers,  the  birds  and  the 
beetles,  and  the  long  walks. 

d.  They  see  the  hay  harvest  and  the  corn 

harvest,  the  oxen  hauling  the  winter's 
wood  up  steep  hills,  the  sawing  and  the 
chopping  of  the  wood,  the  feeding  of 
chickens  and  calves,  the  milking,  and 
flocks  of  geese  in  charge  of  a  goose  herd 
carrying  a  wand  witli  long  red  streamers. 

e.  They  enjoy  tlic  batliiiig  oul   of  doors  and 

indoors,  llic  nice  ('oinfortablc  beds,  and 
the  excellent  menls  of  well-eooked  nour- 
ishing food. 
/.    A  motor  car  stops  once  in  a  while  with  a 
supply  of  hoops,  picture  books,  or  toys 


[192] 


THIRD    CJKADE    WORK  193 

given  by  some  person  of  wealth  who  is 
spending  his  vacation  at  a  summer 
resort  in  a  neighboring  village. 

D.   Farm  life  in  France  in  the  mountains  of  Haute- 
Auvergne. 

1.  Description  of  the  country. 

a.  The  farms  are  on  the  lower  slopes  and  in 
the  valleys. 

6.  On  the  hills  are  ancient  castles,  moun- 
tain manors,  and  small  country  houses 
occupied  in  summer  by  people  who 
have  left  the  city  to  enjoy  the  fresh 
air  and  cool  breezes  of  the  calm  open 
spaces. 

2.  The  farmhouse. 

a.  It  is  a  roomy,  solid  building  of  gray  stone. 

The  roof  is  steep  and  has  tiers  of  win- 
dows in  it.  The  floor  is  of  stone,  the 
windows    small. 

b.  The   one  large   living   room    used   by   lli(> 

whole  family  is  the  kitchen.  There  is 
a  fireplace  large  enough  to  burn  long, 
heavy  logs.  A  fire  is  l)urning  in  the 
winter  and  summer.  Settles  are  ar- 
ranged on  cadi  side  of  it.  From  tlic 
ceiling  lierl)s,  sausage,  and  sides  of 
bacon  are  hanging.  Tlic  fmnilmc  con- 
sists of  a  large  dresser,  bright  witli 
earthenware  dishes  an<l  i)c\vtcr  tank- 
ards; a  tall  grandfatli(>r's  dock;  a 
linen    cujjboard    of    walnut    or    cherry; 


194  SOCIALIZING    THE   CHILD 

a  massive  oak  table  with  benches  on 
two  sides  in  the  middle  of  the  room ; 
one  or  two  straw-bottomed  chairs  and 
a  few  stools.  In  a  corner  under  the 
stairs  is  the  best  bed  very  high  and 
curtained.  All  food  is  cooked  in  this 
room  and  all  meals  are  served  here ; 
the  farmer  pays  the  farm  hands  in  this 
room ;   visitors  are  received  in  it. 

3.  The  harvests. 

a.  The    principal    crop   is   hay.     There    are 

three  crops  of  it  in  one  year.  The  first 
hay  harvest  is  in  June,  the  second  in  Au- 
gust, the  third  at  Michaelmas. 

b.  In   addition    to   the   three   hay   harvests 

there  are  — 

(1)  The  nut  harvest. 

(2)  The  feather  harvest  two  times  a  year. 

(3)  The  harvest  of  gentian  roots. 

(4)  The  apple  harvest. 

(5)  The  cheeses  brought  home  in  October. 

(6)  The   berry   harvests   and   the   cherry 

harvest. 

4.  Dairying. 

a.  A  farmer  has  from  sixty  to  one  hundred 
cows  during  the  summer  months.  Most 
of  them  are  sent  higher  up  on  the 
mountain,  where  there  is  good  pasture 
in  May,  and  they  return  in  October. 

6.  A  responsible  dairyman  has  charge  of 
them.  Two  or  three  cowboys  and  small 
children   assist   in   the   work   of   taking 


THIRD    GRADE    WORK  195 

care  of  the  niilk,  of  making  cheese,  and 
of  fattening  pigs. 

c.  The  httle  red  huts  on  the  cattle  range 

where  the  cheese  is  made  and  the  neat 
herds  sleep  are  called  hurons.  The  floor 
is  of  stone  and  each  has  a  large  fireplace, 
a  rough  table,  and  some  benches. 

d.  The  cows  have  thick  curly  coats  of  deep 

red  and  large  branching  horns.  They 
come  to  the  fold  at  night  to  be  milked. 
The  milkmen  wear  grey  hemp-linen 
blouses.  They  call  the  cows  by  pet 
names,  and  each  comes  as  her  name  is 
called.  They  are  milked  again  at  dawn 
and  sent  out  to  pasture. 

e.  The  farmer  makes  a  trip  to  the  mountains 

once  in  two  weeks  to  inspect  the  work 
there. 

(1)  He  brings  supplies :    black  bread,  rye 

bread,   fresh  cabbage,  etc. 

(2)  He    brings    letters    and    j)ai)ers    and 

news. 

(3)  He  counts  the  cheeses  and  inspects  the 

animals. 
T).  r)tli('r  activities  of  the  farm. 

(I.  Little  children  from  five  to  nine  years  of 
age  herd  the  cows  tlinl  rcinMin  in  the 
valley  to  fnniish  the  milk  \\\n\  butter 
used  in  the  farmhouse.  Th(\y  go  out 
e.'irlN'  ill  the  morning  and  come  liome 
with  them  late  in  the  evening.  Some- 
times a  child  feels  very  lonely  when  it 


1%  SOCIALIZING   THE   CHILD 

is  getting  dark,  for  she  is  a  little  fear- 
ful of  what  might  be  in  the  woods. 
Then  she  sings  a  stanza  of  the  "  Marseil- 
laise "  to  keep  up  her  courage.  Some- 
times two  or  three  children  herd  their 
cows  together  and  when  the  herds  do 
not  need  their  attention  roast  new  pota- 
toes in  a  bonfire,  study  the  ways  of 
beast  and  bird,  read  to  each  other, 
gather  wild  flowers,  or  play  games. 
h.  Sometimes  an  old  woman  herds  the  goats, 
and  twirls  the  distaff  set  with  coarse 
gray  hemp,  as  she  follows  her  flock. 

6.  Much  coarse  linen  cloth  is  spun  and  much 

knitting  is  done  by  the  farmers'  wives. 

7.  The  meals  are  prepared  five  times  a  day  for 

the  farm  hands.  They  have  cabbage  soup, 
bacon,  potatoes,  black  bread,  buckwheat 
cakes,  cheese,  a  cherry  tart  in  July,  inusli- 
rooms  and  sausages  in  September. 

E.  The  story  of  Joan  of  Arc,  the  little  peasant 
girl  reared  under  conditions  such  as  we  have 
described,  who  at  seventeen  years  of  age  com- 
manded an  army,  defeated  the  English,  and 
crowned  the  Dauphin  Charles  'VII,  King  of 
France,  is  told  to  all  French  children. 

1.  Monuments  are  erected   in   her  honor,   and 

streets  are  named  for  her  in  every  town  of 
France. 

2.  The  people  of  Orleans  have  processions  in 

her  honor  in  May  each  year. 


THIRD    GRADE    WORK  197 

3.  The  scenes  of  her  hfe  are  painted  on  the  walls 
of  the  Pantheon  in  Paris. 

F.  Americans  tell  their  children  stories  of  the  great 
French  men  such  as  Champlain,  Marquette, 
and  La  Salle,  who  explored  our  rivers  and 
lived  with  the  Indians ;  and  of  LaFaj^ette, 
the  friend  of  Washington.  New  York  City- 
points  with  pride  to  the  Statue  of  Liberty 
which  was  a  gift  to  us  from  the  French  nation. 

REFERENCES  FOR  TEACHER'S  USE 

Adams,  George  Burton,  Growth  of  the  French  Nation. 

Bower,  J(jh.\,  .4  Child's  History  of  France. 

Edwards,  Matilda,  Barbara  Betham,  Hotne  Life  in  France. 

(Illustrated.) 
FiNNEMoRE,  J.  Franx'IS,  Peeps  at  Many  Lands. 
Hassall,  Arthur,  French  People. 

(In  "(Ireat  Peoples  Series.")     Contains  a  good  bibliography. 
JoHNKO.v,  Clifton,  Along  French  Byways. 
Lynch,  Hannah  Ti.,  French  Life  in  Town  and  Country. 
Mac(;rE(K)R,  MaI{V,  T/ic  Story  of  France  Told  to  Buys  and  Girls. 

Contains  twenty  plates  in  color  by  Wm.  Rainev. 
Pratz,  Ci^iRE  DE,  France  from  Within. 


Chapter  VII 

HOW  TO  INTRODUCE    HEROES    OF  HISTORY  TO  CHIL- 
DREN   IN    THE    THIRD    GRADE 

The  aim  is  to  indicate  ways  and  means  of  carrying 
out  the  ideas  of  the  Committee  of  Eight ;  to  show  how 
Aim  of  this  "(Iroup  A.  —  Heroes  of  Other  Times"  (see 
Section.  Report  of  (vommittee  of  Eight,  pages  9  and  10) 
may  be  made  real  to  children.  Naturally  the  teacher 
asks,  "Why  should  I  teach  these  stories?  How  can  I 
adapt  them  to  children  of  this  grade?  Where  can  I  get 
additional  material?  What  pictures  will  be  helpful?" 
To  help  answer  such  questions  the  material  below  is 
given. 

THE   STORY   OF   JOSEPH 

The  story  of  Joseph  has  all  the  best  elements  of  stories 
of  adventure.  It  is  one  of  the  most  beautiful  stories  in 
Reasons  ^^^  literature.  It  has  also  an  important  place 
for  Select-  in  history,  because  Joseph  is  a  link  between 
ing  this        the  children  of  Israel  and  the  Empire  of  Egypt. 

°^'  In  the  background  of  the  story  we  have  glimpses 

of  wandering  shepherd  life,  trading  caravans,  and  palace 
life  in  Egypt.  The  story  emphasizes  the  beauty  of  hon- 
orable conduct  and  the  ugliness  of  dishonorable  acts. 
The  center  of  interest  is  Joseph,  who  makes  a  vivid  im- 
pression on  all  with  whom  he  comes  in  contact.  The 
dreams,  five  in  all,  bring  in  an  element  of  mystery  which 

198 


HOW    TO    INTRODUCE    HEROES    OF    HISTORY  199 

gradually  becomes  clear  as  the  dreams  are  fulfilled.  A 
climax  is  found  when,  among  the  very  men  who  once 
united  to  enslave  their  brother  Joseph,  one  is  now  found 
willing  to  be  a  slave  in  order  to  deliver  their  brother 
Benjamin.  Beyond  all  other  interests  with  which  the 
story  is  replete  is  that  of  the  providential  over-ruling  of 
human  events.  Through  a  series  of  misadventures 
which  called  out  all  that  was  manly  and  strong  and  tender 
in  his  nature,  Joseph  ripened  into  a  most  worthy  and 
dignified  character.  He  was  a  combination  of  grace 
and  power.  Combined  in  him  were  the  highest  qualities 
of  his  ancestors.  He  had  Abraham's  dignity  and  ca- 
pacity, Isaac's  purity  and  self-devotion,  Jacob's  clever- 
ness and  tenacity.  From  his  mother's  family  he  inherited 
cheerfulness  and  aptitude  in  management,  as  well  as 
personal  beauty. 

Every  obstacle  was  placed  in  liis  j):ith,  yet  every  one 
was  surmounted.  When  only  a  boy  in  his  teens  he  was 
taken  to  a  strange  country  whose  language  he  could  not 
speak  and  sold  as  a  sjave.  He  had  no  knowledge  of  any 
trade  that  could  make  his  services  of  great  value.  He 
was  cast  into  prison  because  of  an  unjust  accusation. 
i^>iit  even  in  prison  he  was  promoted,  because  of  his  per- 
sonal worth  and  finally,  because  of  his  power  to  interpret 
Pharaoh's  dreams,  lie  was  not  only  given  his  fn'edom 
but  was  made  the  ruler  of  I']gy|)t.  (irejit  |)ower  did  not 
spoil  him.  He  rendered  beatitiful  service  in  every  posi- 
tion and  not  only  saved  his  father's  family  from  starva- 
tion, but  forgave  his  bretliren. 

The  account  as  it  is  written  in  ( lenesis  is  too  long  to 
tell  to  children  of  the  third  grade.  It  can  easily  be 
divided  into  several  units. 


200  SOCIALIZING    THE    CHILD 

Divisions  1-  -Joseph,  tho  Dreamer. 

of  the  2.  Joseph  Sold  by  his  Brethren. 

^^""^y-  3.  Joseph  Ciist  into  Prison  in  Egypt. 

4.  Joseph,  the  Master  of  the  Land  of  the  Nile. 

5.  Joseph's  Brethren  in  Elgypt. 

6.  The  Silver  Cup  in  the  Sack, 

7.  The  Journey  of  the  Children  of  Israel  into  Egypt. 

8.  The  Death  of  Israel. 

Pictures  may  be  obtained  from  the  following  sources  :  George 
P.  Brown,  Beverly,  Mass.  —  Small  pictures  suitable  for  mounting. 
Sugges-  '^^^    Charles    Foster    Publishing    Company,    716 

tions  for  Sansom  Street,  Philadelphia,  Pa.  —  A  collection 
Securing  of  400  engravings,  size  8x10  inches,  illustrating 
and  Using  Bible  scenes  and  incidents.  Short  descriptions  are 
printer!  beside  each  jiicture. 

The  Perry  Company,  Maiden,  Mass.  —  Small  pictures  suit- 
able for  mounting. 

Underwood  and  Underwood,  New  York  City,  N.  Y.  —  Stereo- 
scopic views  of  places  in  Palestine,  e.g.  Joseph's  Well,  Dothan, 
Palestine ;  Mosque  of  Macpelah,  the  burial  place  of  Abraham, 
Isaac,  and  Jacob,  Hebron,  Palestine. 

"The  Story  of  the  Bible,"  by  Foster,  described  below  under 
the  list  of  teachers'  references.  In  the  story  of  Joseph  are  the 
following : 

Joseph  Sold  })y  his  Brethren. 

Eastern  Garments. 

Joseph  Interprets  the  Dream  of  the  Chief  Butler  and  the 
Chief  Baker. 

Joseph  Interprets  Pharaoh's  Dream. 

Joseph  Made  Ruler  Over  Egypt. 

The  Money  Found  in  the  Mouth  of  the  Sack. 

Jo.seph  Makes  Hims(>lf  Known  to  his  Brethren. 

Joseph  Meeting  his  Father,  and  Jacob's  Burial. 


HOW    TO    [NTRODUCE    HEROES    OF    HISTORY  201 

In  using  these  pictures  make  clear  to  the  children  the 
difference  between  photographs  of  real  things,  such  as 
a  palace  in  Egypt,  or  a  caravan,  and  the  pictures  that 
show  how  different  artists  imagined  the  scenes.  To  drive 
home  the  latter  truth  it  might  be  well  to  show  different 
pictures  of  the  same  scene.  Point  out  that  no  Bible 
picture  is  real.  They  are  all  imaginative.  Pictures 
that  show  action  are  attractive  to  primary  children. 
It  is  the  vividness  of  action  that  appeals  to  children 
first. 

1.  Read  carefully  Chapters  37,  39-50  in  Genesis.  Get 
the  whole  story  clearly  in  mind.  Picture  to  yourself 
the  environment  of  Joseph  in  Egypt  during,  the 

The 

successive  changes  in  his  fortunes.     Refer  to  jeacher's 
Kent   for  the  time  of  Joseph's  life  in  Egypt.   Prepara- 
Refer    to    Breast ed's    "Egyptian   History   and  tion  for 
Art"  to  get  an  idea  of  the  advanced  civilization   ^^^^^ 
there    as    contrasted    with    the    seniibar})arous 
conditions  of  the  shepherd  life  in  Palestine  out  of  which 
he  had  come. 

2.  Note  the  prevalent  attitude  of  confidence  in  dreams 
and  their  fiiHilhnent  in  Palestine  and  Egyjit.  In  the 
elaborate  civilization  of  l^gypt  the  interi)retati()n  of 
dreams  was  a  recognized  profession.  Official  magicians 
and  interpreters  were  connected  with  the  court. 

3.  In  ictiMni  to  tlic  historical  accuracy  of  the  stories, 
it  is  well  to  keep  \\\  mind  that  these  stories  were  told  and 
retold  for  cent  urics  before  they  were  put  into  written 
form.  ('onse<iu('ntly  they  are  likely  to  be  colored  by 
retelling  as  well  as  by  the  desire  of  the  writer  to  glorify 
this  ancestor  of  the  Hebrew  peo|)l('. 

4.  Get   a   vivid   picture   of   tlic   famines  of   the   East; 


202  SOCIALIZING    THE    CHILD 

what  caused  thorn  ;  the  terrible  effects  of  famine.  (See 
article  on  famine  in  the  eleventh  edition  of  "  Encyclopiedia 
Britannica  "  and  note  additional  references.) 

No  one  tj^pe  of  presentation  can  be  best  for  every  class. 
Choose  that  which  most  commends  itself  to  you  after 
Presenta-  careful  study  of  the  material.  Make  a  back- 
tion  of  the  ground  for  the  stories  by  contrasting  in  a  simple, 
Stones.  concrete  way  the  richness  of  Egyptian  civiliza- 
tion with  the  simplicity  of  patriarchal  life  in  Palestine. 
Don't  try  to  teach  all  that  you  know  about  the  subject. 
Let  the  wealth  of  your  knowledge  give  weight  to  the 
little  you  do  tell.  Get  from  the  children  by  questioning 
all  that  they. know  concerning  Joseph  before  telling  the 
stories.  This  will  enable  you  to  graft  the  unknown  on 
the  known  and  will  secure  an  expectant,  active  attention 
on  the  part  of  the  children  for  what  is  coming.  Don't 
moralize.  The  .stories  are  filled  with  morals  in  the  con- 
crete. Tell  the  stories  well,  and  the  children  will  see 
for  themselves  the  wickedness  of  the  older  brothers  and 
the  noble  conduct  of  Joseph.  Let  them  express  their 
views  freely,  but  do  not  impose  your  views  upon  them. 

Tell  the  story  of  Joseph  in  the  language  of  the  Scripture 
as  much  as  possible,  because  it  is  source  material  and  is 
so  well  adapted  to  most  young  minds.  It  will  be  neces- 
sary to  omit  much  to  meet  the  needs  of  your  class.  The 
second  and  third  stories  below  ("Joseph  Sold  by  his 
Brethren,"  and  "Joseph  a  Slave  in  Egypt")  show  how 
this  may  be  done. 

It  is  possible  to  retell  these  stories  in  modern  English. 
James  Baldwin  has  done  so  in  an  admirable  way  in  the 
book  mentioned  under  the  list  of  reference  books  for 
teachers.     The  advantage    of  such  stories  is  that  they 


[  2{y.i  1 


204  SOCIALIZING    THE    CHILD 

lessen  the  ditficulties  on  the  part  of  some  children  to 
whose  ears  the  language  of  the  Old  Testament  offers  great 
difficulty,  partly  because  of  the  antiquity  of  the  litera- 
ture itself,  partly  because  of  the  retention  of  the  English 
of  a  former  age  in  its  translation.  An  inexperienced 
teacher  will  not  retell  the  stories  as  well  as  Baldwin 
perhaps,  but  if  she  understands  the  story  herself  and  the 
needs  of  her  children,  she  can  do  far  more  for  them 
because  she  is  present  in  person.  Most  teachers  can  tell 
stories  far  better  than  they  themselves  realize.  The 
children  teach  them  how,  for  a  teacher  learns  from  a  child's 
questions  what  he  needs  to  know,  and  the  child  is  her 
best  teacher  of  method.  The  first  story  below,  "  Joseph, 
the  Dreamer,"  is  a  sample  of  what  a  teacher  can  do  in 
retelling  a  story  in  modern  English. 

JOSEPH,    THE   DREAMER 

A  long,  long  time  ago  there  lived  in  Hebron  at  the  foot  of  a 
grassy  hill  a  rich  man  who  owned  hundreds  and  hundreds  of 
sheep  and  droves  of  cattle,  camels,  and  donkeys.  In  his  youth 
he  had  been  called  Jacob,  but  in  his  later  years,  be(!ause  of 
his  great  possessions,  people  called  him  Israel,  which  means 
"The  Prince." 

Now  Israel  had  twelve  sons.  Ten  of  them  were  bearded 
men,  tall  and  strong,  who  worked  in  the  fields  all  day  long. 
The  youngest,  named  Benjamin,  was  a  moro  babe.  But  it 
was  the  next  to  the  youngest,  a  boj'  in  his  teens  named  Joseph, 
whom  his  father  loved  more  than  all  the  rest  of  his  children. 
The  Bible  tells  us  that  he  made  for  this  son  a  coat  of  many 
colors  more  beautiful  than  the  coats  his  brothers  wore.  But 
the  older  brothers  hated  Joseph  because  of  the  great  love  that 
his  father  showed  for  him  and  seldom  spoke  kindly  to  him. 
They  hated  Joseph  the  more  because  he  was  so  different  from 


HOW    TO    INTRODUCE    HEROES    OF    HISTORY  205 

them.  He  wa,s  a  qiiiet,  thoughtful  lioy  and  lip  had  strange 
dreams  that  they  could  not  understand. 

One  day,  all  the  sons  except  Benjamin  went  into  the  corn 
fields  to  cut  the  ripe,  yellow  corn.  .  All  the  morning  they  worked 
cutting  do^^Tl  the  corn  stalks  and  binding  them  into  sheaves. 
It  was  hot  in  the  middle  of  the  day,  and  they  were  tired,  so 
after  dinner  they  lay  down  to  sleep.  But  Joseph  could  not  go 
to  sleep  at  once.  He  was  wondering  what  he  would  do  when 
he  was  a  grown  man.  With  half-closed  eyes  he  gazed  at  the 
sheaves  of  corn  shining  in  the  sun.  There  were  twelve  of  them, 
eleven  big  ones  and  one  little  one.  "Those  are  like  my  broth- 
ers," he  thought,  "the  little  one  is  Benjamin's  sheaf,  and  the 
one  away  off  from  the  others  is  mine."  Then  he  grew  sleepy 
as  he  lay  in  the  heat  and  looked  at  the  sheaves,  and  it  seemed 
to  him  that  they  began  to  move.  His  sheaf  stood  straight  up 
and  all  tlu>  others  formed  around  it.  Then  each  of  the  other 
sheaves  bowed  and  fell  down  to  the  ground  before  it. 

When  the  brothers  awoke,  .Joseph  told  them  what  he  had 
dn'amed.  how  his  sheaf  stood  upright  and  their  sheaves  stood 
round  about  and  bowcfl  before  it.  This  angered  the  brothers 
and  they  cried,  "Shalt  thou  indeed  reign  over  us?"  And  they 
hated  him  more  t  h;iii  ever. 

Another  day  when  Israel  and  his  sons  were  sittiiifi  in  the 
shade  of  the  tent,  .Josej^h  saifl,  "Behold  I  h,iv(>  dreamed  that 
I  w.'us  a  bright  star  in  the  sky  and  that  the  sun  and  the  moon 
and  eleven  st;irs  bowerl  down  ;iiid  fell  on  their  faces  before  m(v" 

Then  his  fiither  reproved  liini  >;i\iii^;,  "What  mean  these 
dreams  that  thou  hast  dreamed?  Shall  I  and  thy  mother  and 
thy  brothers  worshij)  thee  uj)on  the  earth?" 

After  this  the  brothers  hated  .Joseph  the  morr  .iiid  tlie\-  nick- 
named him  "the  Dreamer."  But  the  father  thought  of  these 
dreams  niMny  times  and  wondered  if  the  old  i)ro|)hecv  that 
kings  should  eoiiu-  out  of  his  family  would  not  really  come 
true. 


206  SOCIALIZING    THE    CHILD 

JOSEPH    SOLI)    HY    HIS    BRETHREN 

Joseph's  brethren  had  gone  to  Shechem  to  feed  their  father's 
flocks.  One  day  Israel  said  to  Joseph:  "Thy  brethren  feed 
the  sheep  in  Shechem  ;  come,  I  will  send  thee  to  them."  And 
when  Joseph  answered,  "I  am  ready,"  his  father  said  to  him, 
"(to,  and  see  if  all  things  be  well  with  thy  brethren,  and  the 
cattle,  and  bring  me  word  again."  So  Joseph  was  sent  from 
the  vale  of  Hebron  and  came  to  Shechem.  And  a  certain 
man  found  him  there  wandering  in  the  fields  and  asked  him  what 
he  sought.  Joseph  answered,  "I  seek  my  brethren;  tell  me 
where  they  feed  the  flocks."  And  the  man  said  to  him,  "They 
are  departed  from  this  place,  for  I  heard  them  say,  'Let  us  go 
toDothan.'" 

So  Joseph  went  after  his  brethren  and  found  them  in  Dothan. 
When  the  brethren  saw  him  afar  off,  before  he  came  nigh  them, 
they  planned  to  kill  him,  and  said  one  to  another:  "Behold 
the  dreamer  cometh.  C'ome,  let  ijs  kill  him,  and  cast  him  into 
some  pit,  and  we  will  say,  'Some  evil  beast  hath  devoured  him' ; 
and  then  we  shall  see  what  will  become  of  his  dreams."  And 
Reuben,  hearing  this,  said,  "Do  not  take  his  life  nor  shed  his 
blood,  but  cast  him  into  this  pit  that  is  m  the  wilderness,  and 
lay  no  hand  upon  him."  Reuben  said  this,  being  desirous  to 
deliver  him  out  of  their  hands  and  to  restore  him  to  his 
father. 

As  soon  as  Joseph  came  to  his  brethren,  they  stript  him  of 
his  outside  coat,  the  coat  that  was  of  many  colors,  and  cast 
him  into  an  old  pit,  where  there  was  no  water.  And  sitting 
df)wn  to  cat  bread,  they  saw  some  Ishmaelites  coming  from 
Gilead,  with  their  camels,  carrying  spices  and  balm  and  myrrh 
to  Egypt.  And  Judah  said  to  his  brethren,  "What  will  it 
profit  us  to  kill  our  brother  and  conceal  his  blood?  It  is 
better  that  he  be  sold  to  the  Ishmaelites,  and  that  our  hands 
be  not  defiled,  for  he  is  our  brother  and  our  flesh."  His  brethren 
agreed  to  his  words.     And  when  the  merchants  passed  by, 


HOW   TO    INTRODUCE    HEROES    OF   HISTORY  207 

the}^  drew  Joseph  out  of  the  pit,  and  sold  him  to  the  Ishmaehtes 
for  twenty  pieces  of  silver ;  and  they  led  him  into  Egypt. 

And  Reuben  returning  to  the  pit  found  not  the  boy,  and 
rending  his  garments  he  went  to  his  brethren,  and  said :  "The 
boy  is  not  in  the  pit.     Whither  shall  I  go?" 

And  they  took  Joseph's  coat,  and,  having  dipped  it  in  the 
blood  of  a  kid  which  they  had  killed,  they  sent  someone  to 
carry  it  to  their  father,  and  to  say:  "This  we  found;  see 
whether  it  be  thy  son's  coat,  or  not."  And  the  father  acknowl- 
edging it  said:  "It  is  my  son's  coat,  an  evil  wild  beast  hath 
devoured  him."  And  tearing  his  garments  he  put  on  sackcloth, 
mourning  for  his  son  a  long  time.  All  his  children  gathered 
together  to  comfort  their  father  in  his  sorrow.  He  would 
not  be  comforted,  but  continued  weeping  and  said:  "I  will 
mourn  until  I  see  my  son  again." 

JOSEPH,   A   SLAVE   IN    EGYPT 

Joseph  was  brought  into  Egypt,  and  I'otipiiar,  an  Egyptian, 
an  officer  of  Pharaoii's  and  chief  captain  of  the  army,  thought 
him  from  the  Ishmaehtes  who  had  brought  him  thither.  The 
Ixjrd  was  with  Josepli,  and  he  was  a  prosptM-ous  man  in  ail 
things.  lie  ilwcll  in  tlic  house  of  his  master,  the  Egyptian, 
who  knew  very  well  that  the  Lord  was  witii  him,  and  made  all 
that  he  did  to  prosper  in  his  hand.  So  .losepli  foimd  favor  in 
the  sight  of  his  master  and  ministered  to  him,  and,  b(>ing  set 
over  all,  he  governed  the  house  conunitted  to  him  and  all 
things  that  were  j)laee(l  nndc-r  his  care,  'i'he  Lord  l)l<'ssed  the 
house  of  the  I'lgyptian  for  .hiseph's  sake,  and  multiplied  all 
his  substance  both  al  home  ami  Iji  the  field,  and  Poti|>liar  left 
all  that  he  had  in  .lo.seph's  hands. 

Now  Potiphar's  wife  was  a  wicked  woman,  and  she  accused 
Josef)h  of  things  of  which  he  was  not  guilty  and  caused  him  to 
l)e  thmwn  into  tin-  pri-on  where  the  king's  prisoners  were  kept, 
lint  the  Lord  was  with  .lo.-'eph  and  gave  him  fax'or  in  the  sight 


208  soriALiziNc;  the  child 

of  the  I'hief  keeper  of  the  prison.  All  tlie  other  i)risoners  were 
placed  under  his  care,  and  nothinj^  was  done  in  the  place  excej)t 
as  Joseph  ordered  it.  Vet  he  was  not  allowed  to  set  foot  out- 
side of  the  pri.son  doors. 

After  this  it  came  to  pass  that  two  officers,  the  butler  and 
the  baker  of  the  king  of  Eg}'pt,  offended  the  king,  and  he  sent 
them  to  the  prison  of  Potiphar  where  Joseph  was.  The  keeper 
of  the  prison  delivered  them  to  Joseph.  And  it  came  to  pass 
that  both  the  butler  and  the  baker  dreamed  a  dream  the  same 
night.  When  Joseph  saw  them  sad  in  the  morning,  he  asked 
them  saying,  "Why  is  your  countenance  so  sad  to-day?" 
They  answered  him  sajdng,  "We  have  dreamed  a  dream,  and 
there  is  no  one  to  interpret  it  to  us."  And  Joseph  said  to  them, 
"Doth  not  interpretation  belong  to.  God?  Tell  me  what  you 
have  dreamed." 

(Read  or  tell  the  remainder  of  Chapter  40  to  the 
children.  Verses  9  to  23  inclusive,  also  Chapter  41  de- 
scribing Pharaoh's  dreams,  Verses  1  to  36  inclusive. 
Then  condense  the  remainder  of  the  shapter  as  below.) 

Then  Pharaoh  said  to  Joseph:  "Thou  shalt  be  over  my 
house,  and  at  the  commandment  of  thy  mouth  all  the  people 
shall  obey ;  only  in  the  kingly  throne  will  I  be  above  thee.  I 
have  appointed  thee  ruler  over  the  whole  land  of  Egypt." 
Then  he  took  a  signet  ring  from  his  own  hand  and  put  it  upon 
Joseph's  hand,  put  upon  him  a  robe  of  silk  and  a  chain  of  gold 
about  his  neck.  And  he  made  Joseph  go  up  into  his  second 
chariot,  the  crier  proclaiming  that  all  should  bow  their  knee 
before  him,  for  he  was  now  the  master  of  the  land  of  the  Nile. 

Self-expression  on  the  part  of  the  children  is  as  neces- 
sary in  the  third  grade  as  in  the  two  preceding  grades. 
A  third  grade  child  must  still  learn  through  doing  in 
order  to  understand. 


HOW   TO    INTRODUCE    HEROES    OF    HISTORY  209 

1.  He  can  represent  the  stories  by  the  use  Sugges- 
of  the  sand  table,  by  pictures,  and  by  drawing.  ^°"^  °^ 

2.  He  can  reproduce  some  of  the  scenes  in  Activities, 
simple  dramatization. 

3.  He  can  make  an  ilkistrated  story  by  chpping  old 
Sunday  School  leaflets  and  mounting  portions  of  the 
stories  and  the  pictures  to  illustrate  them,  in  a  mounting 
book.  The  small  pictures  printed  by  the  Perry  Picture 
Company  may  also  be  utilized  in  this  connection. 

4.  He  can  construct  the  houses  and  tents,  the  sheep-fold, 
the  well,  the  water  bottle,  and  the  costumes  of  the  East. 

5.  He  can  retell  the  stories  for  oral  language  work. 

REFERENCES   FOR   TEACHERS   USE 

Baldwin,  .James,  Old  Storiefs  of  the  End. 

DoDS,  Marcus,  Geneai.s. 

Foster,  ('hari-bs,  The  Stnrij  of  the  Bible. 

(ievexis,  ('li;ii)tors  '.M  to  oO  inclusive,  oinittiiip;  Chnptor  ."iS. 

Kent,  (.'haki.es  I''ostek,  TIk  Hisloriral  BihU. 

•MouLTON,  Richard  ('.,  The  Modern  Render' n  Bible. 

Children's  edition  witli  an  intiodnction  li\   R.  ('.  Moulton. 
Stewart,  Mary,  Tell  me  <i  Trite  Stori/. 
Tappan,  Kva  Makcii,  .1//  Old,  Old  Stori/  Book. 


THE   STORY   OF  ULYSSES 

Many  of  the  suggest  ions  gi\(>ii  in  connection  with  tlio 
stories  of  .Joseph   c;in   be  utilized   in   leiiching  the  stoi'ies 
of  Ulyss(>s.      A   discussion   of   the  origin   of  the 
Homeric    poems    would    l)e    out    of    place    here,    prepara- 
bittle    is    known    of   either   their   authorsjiij)   or   tion  for 
their  origin.     The  dute   is  probably  about   the  Teaching 
eighth    century   n.r.     Tradition    associates   the      ^     °^^' 
name  of  Homer  with   both   the    Iliad  and   the  Odvssev. 


210  SOCIALIZINCi    THE    CHILD 

The  latter  rolatos  tho  wanderings  of  Ulysses  after  the 
close  of  tho  Trojan  \\'ar.  These  tales  are  not  true  to 
tho  literal  history  of  the  (Ireeks.  They  are  probably 
based  on  legends  of  a  still  earlier  age,  and  are  idealized 
representations  of  (Iroek  history.  They  are  full  of  great 
heroic  action  antl  vividly  portray  primitive  ways  of 
living  in  the  early  stages  of  civilization.  They  are 
sini}ilc  in  l)oth  thought  and  expression  and  make  a  strong 
appeal  to  children  in  the  third  grade. 

The  Odyssey  should  be  read  and  reread  and  realized 
as  far  as  possible  by  the  teacher.  She  should  be  saturated 
with  the  heroic  spirit  with  which  the  stories  are  filled 
before  she  attempts  to  retell  them  to  the  children.  A 
good  translation  of  the  Odyssey  for  the  teacher's  use  is 
"The  Odyssey  in  English  Prose"  translated  by  Professor 
S.  H.  Butcher  and  Andrew  Lang  (abridged  edition  pub- 
lished by  The  Macmillan  Company,  1914).  The  trans- 
lators are  noted  for  literary  skill  and  sound  scholarship. 
They  have  omitted  repetitions  and  some  portions  un- 
suited  to  the  needs  of  children. 

A  knowledge  of  the  Iliad  is  necessary  to  appreciate 
some  portions  of  the  Odyssey.  "The  Story  of  Ulysses" 
by  M.  Clarke  given  in  teachers'  references  by  the  Com- 
mittee of  Eight  presents  good  introductory  sketches  of 
the  city  of  Troy,  the  "Judgment  of  Paris,"  the  "Abduc- 
tion of  Helen,"  the  "Oath  of  the  Suitors,"  and  a  brief 
description  of  (Ireek  gods.  It  also  contains  a  good 
map  of  Creece  for  teachers'  use.  The  book  is  well 
illustrated. 

The  teacher  should  kccj)  as  near  as  possible  to  the 
original  form  in  retelling  the  story,  for  epic  poetry  belongs 
to  the  childhood  of  the  race  and  the  original  form  helps 


HOW   TO    INTRODUCE    HEROES    OF    HISTORY  211 

to  transport  the  children  into  a  past  age.     Some  of  the 
more  cruel  stories  should  be  omitted. 

''The  King  of  the  Winds,"  "In  Circe's  Isle,"  "A 
Voyage  on  a  Raft,"  "The  Faithful  Dog  Argus,"  and 
"The  ( 'ontest  of  the  Bow,"  are  samples  of  stories  Divisions 
suited  to  the  needs  of  third  grade  children,  of  the 
They  feed  the  child's  healthy  love  of  adventure,  ^^°^^- 
and  stimulate  his  imagination.  Ulysses  is  the  Greek 
manly  ideal  of  shrewdness  and  wisdom.  The  stories 
are  filled  with  reverence  for  the  unseen  powers,  with 
deeds  of  charity,  and  nmtual  helpfulness,  love  of  honor, 
love  of  truth,  and  last  but  not  least  a  steadfast  love  of 
country  and  family  which  draws  the  wanderer  home 
through  many  perils.  Ulysses  is  brave  but  cautious, 
fond  of  adventures  but  prudent,  clever,  and  crafty. 
The  character  of  the  whole  (J reek  race  is  summed  up  in 
this  heroic  figure.  The  oldest  ideals  of  the  Greeks  are 
found  in  these  stories. 


THE   STORY   OF    ALEXANDER   THE   GREAT 

Review    carefully    the    long   antagonism    between    the 

Greeks  and  the  Orient.      In  iJicliistoiic  times  tlic  feeling 

emerges  in   tlie   form   of  mvth.     The  stories  of 

'  Teacher's 

the  .search    for  the    "(Jolden    I'Mcccr"    and   the  prgpara- 

songs    about     Tioy    i)()?'ti';iy    it.     The    \;il()i'  of  iion  for 

the   Greeks    idcali/ed    in    litci'.'it  urc    tended    to   Telling 

■     .         -f      <i  4  1     4  (1  Ti        the  Stories, 

intcnsily  the  ;intagonisni   Ix'twcen   tlieni.       I  lie 

whole  plan   and  conception   of  I  he  histoiN' of  the    Persian 

wars  by  Herodotus,    the    first    (Ireek    historian,  is    based 

on  a  recognition  of  the  antithesis  between  the  Orient  r(>p- 

resented  by  Persia  and  the  Occident  represented  by  Hellas. 


212  SOCIALIZING    THE    CHILD 

Although  the  Greek's  idea  of  patriotism  did  not  go 
much  beyond  his  own  city,  he  leaned  toward  democracy 
in  government  and  gloried  in  the  individual  right  of 
initiative.  To  his  mind  the  gods  were  the  chief  citizens 
of  the  state.  To  be  associated  with  them  was  a  privilege. 
To  show  them  respect,  to  entertain  them  with  feasts  and 
games  was  fitting  and  proper.  To  show  them  disrespect 
was  treason. 

The  (1  reek  "lived  face  to  face  with  nature  and  in  his 
naturalness  and  freshness  he  was  a  child  of  nature.  The 
Greek  gods  lived  in  nature  and  revealed  themselves 
to  men  through  its  activities :  e.g.  winds,  thunder,  light- 
ning, changes  of  seasons.  The^  Greek  admired  a  well- 
developed  body,  personal  beauty,  triumphs  of  wit,  of 
craft,  and  of  strength.     He  was  thoroughly  worldly. 

The  Oriental,  on  the  other  hand,  knew  no  privilege 
except  to  bow  in  resignation  before  the  unexplained  man- 
dates of  fate.  His  conception  of  the  state  was  a  vast 
despotism.  He  looked  with  disapproval  amounting  al- 
most to  disdain  upon  the  physical  universe  and  all  that 
belonged  to  it,  including  the  human  body.  He  dwelt 
more  in  the  inner  world  than  in  the  outer.  Endurance 
and  submission  were  characteristic  of  the  spirit  of  the 
Orient. 

.Vlexander  considered  himself  a  second  Achilles.  His 
earliest  ambition  was  to  be  the  champion  of  Hellas 
against  the  Orient.  He  shared  the  Greek  enthusiasms 
for  current  politics,  marvelous  stories  of  returned  com- 
missioners and  foreign  ambassadors,  reports  of  victorious 
generals,  new  plans  for  fleets  and  for  docks.  The  policies 
of  statesmen  and  the  tricks  of  politicians  were  well  known 
to  him. 


HOW    TO    INTRODUCE    HEROES    OF    HISTORY  213 

Few  personalities  have  done  so  much  to  change  the 
trend  of  history.  When  Alexander's  career  began  the 
culture  of  the  world  was  fixed  in  two  main  types :  one  in 
the  river  valleys  of  Mesopotamia  and  Egypt ;  the  other 
in  the  Greek  city  communities.  All  that  these  cities 
had  accomplished  in  art,  in  philosophy,  in  science,  and 
in  developing  the  democratic  state  before  Alexander's 
day  was  known  as  ''Hellenism."  He  scattered  or  spread 
this  Hellenism  wherever  he  went.  When  his  career 
closed,  the  barriers  separating  the  two  main  types  of 
culture  had  been  broken  down,  never  to  be  raised  again. 
Alexander  planted  seventy  cities  of  the  Greek  type 
on  Oriental  soil.  Eighteen  of  them  were  named  for  him- 
self, and  one  for  his  famous  horse  Bucephalus. 

European  civilization  as  we  know  it  had  its  origin  in 
a  union  of  the  Oriental  and  the  Greek  culture.  The 
inner  life  of  Christianity  is  of  the  Orient,  but  its  pliilo- 
sophical  organization  is  CJreek.  Little  by  little  the  old 
local  idea  of  citizenship  held  by  the  Greeks  slowly  de- 
veloped into  a  sense  of  citizenshij)  of  (he  world.  Then 
cosmopolitanism  was  born. 

Some  great  historians  have  seen  nothing  more  in  the 
career    of    Alcxaiidci"    tliaii    a    brilliant    disturber   of    tlie 
world's   order.     To   their   iiiinds   he  enthroned    .. 
militarism,  annihilated  (Ireek  libertx,  nnd  pi-ac-  ander's 
tically  destroyed  .ill   tli.it    m;d<es  Greek   life  of  Place  in 
interest  to  t  }i(>  \V(»rl<l.      I  )('[ii(ist  lieties,  a  contein-      '^^o'^y- 
porary   of   Alexander,   considered    him    .•in    .'mcnl    df    de- 
struction.     Nifliiilii'  .'ind   Grote,   ;il)lc   tiiiielccnl  h   ccnlin'y 
historians,   saw    in    Alexander   <tnly    a    mad    oppdrt  imist 
and  a  greedy  ('on(|ueroi'.      in   the  twentieth  century  the 
biography   of    .Alexander    l»\-    I'enj.amin    Ide    Wheeler,    in 


214  SOCIALIZING    THE    CHILD 

the  "Heroes  of  the  Nation"  series  (pubhshed  by  G.  P. 
Putnam's  Sons),  represents  a  different  view.  Edward 
Meyer  agrees  with  Wheeler's  views.  (See  his  article  in 
the  International  Review  for  December,  1903.)  Both 
writers  claim  that  Alexander  was  an  idealist.  They 
claim  that  he  was  great  as  a  man,  and  great  as  a  conqueror. 
Wheeler's  excellent  maps  of  the  campaigns  and  his  criti- 
cal comment  upon  the  untrustworthiness  of  some  familiar 
anecdotes  concerning  Alexander  the  Great  are  of  exceeding 
value  to  the  teacher. 

In  the  "Anabasis  of  Alexander"  written  by  Flavius 
Arrianus  in  the  second  century  after  Christ,  we  have  a 
summary  of  what  Alexander  and  his  father.  King  Philip, 
accomplished  for  the  Macedonians.  The  account  is 
said  U)  be  a  portion  of  a  speech  given  by  Alexander  when 
the  Macedonians  under  him  were  jealous  of  his  generosity 
to  Orientals  and  had  threatened  to  desert  him.  A  por- 
tion of  the  speech  follows  : 

"My  father,  Philip,  found  you  poor  and  vagabond, 
clad  in  skins,  feeding  a  few  sheep  on  the  mountain  sides, 
and  fighting  to  protect  these  from  neighboring  Thracians 
and  IlljTians.  He  gave  you  the  soldier's  cape  to  replace 
the  skins,  settled  you  in  cities,  gave  you  laws  and  manners, 
made  you  masters  instead  of  slaves  of  the  barbarians 
about  you,  added  Thrace  to  Macedonia,  opened  for  you 
the  mines  and  the  harbors  of  the  sea.  He  made  you 
the  rulers  of  those  very  Thessalians  before  whom  you 
had  lately  shrunk  with  deadly  awe.  He  humbled  the 
Phocians,  and  gave  you  entrance  into  Greece  by  a  broad 
highway.  Instead  of  your  paying  tribute  to  the  Athe- 
nians and  obeying  the  Thebans,  these  states  now  look  to 
us  as  arbiters  of  their  weal.  .  .  . 


HOW   TO    INTRODUCE    HEROES    OF   HISTORY  215 

"From  my  father  I  received  in  inheritance  a  few  gold 
and  silver  goblets,  a  treasury  containing  less  than  sixty 
talents,  and  five  hundred  talents  of  debts.  I  borrowed 
eight  hundred  more,  set  forth  from  a  land  that  afforded 
subsistence  not  even  for  you,  and  opened  a  way  for  you 
across  the  Hellespont,  that  the  Persian  masters  of  the 
sea  controlled.  The  satraps  of  Darius  I  overwhelmed 
at  the  Granicus  ;  Ionia,  iEolia,  both  Phrygias,  and  Lydia 
I  overran,  and  the  fruits  of  victory  came  to  you.  The 
blessings  of  Egypt  and  Cyrene  fell  into  your  lap.  Syria, 
Palestine,  Mesopotamia  are  your  possessions.  Baby- 
lon and  Susa  and  Bactria  are  yours  ;  the  wealth  of  the 
Lydians,  the  treasures  of  the  Persians,  the  stores  of  India, 
the  great  outer  sea,  are  all  yours.  From  among  you 
come  satraps  and  generals  and  taxiarchs.  .  .  . 

"Who  of  you  can  say  that  he  has  suffered  more  for  me 
than  I  for  him?  .  .  .  No  luciiihtM-  of  my  body  is  with- 
out its  wounrl.  No  kind  of  weapon  w^hose  scars  I  do 
nf)t  boar.  1  li.ixc  Ix'cii  woiiiidcd  by  the  sword,  by  the 
arrow  from  tlic  bow,  by  tlic  missile  I'roiii  tli(>  catapult: 
I  have  l)een  pelted  with  stones  and  pounded  with  clubs, 
while  leading  you  to  \ic1ory  and  to  glory  nnd  to  i)lenty, 
through  all  tlie  land  and  the  sea,  across  all  the  rivers  and 
the  mountains  and  the  plains.  ..."  (See  Wheeler's 
"Biography  of  Alexander  the  dreat,"  pages    1S2  to  485.) 

We  can   gain   a    reasonably   clear   impression   of   Alex- 
ander's    personal     a|)pearan('e     because     bysip])us     por- 
trayed   iiim     in     bronze,     the    painter    Ajx'lles  pg^gonaj 
painted  his  portrait   in  color,  and  the  engi"a\'er  Appear- 

Pyrgoteles  portrayed   him  on  gems.     Through   ance  of 

1  •      •,     .  .1  i       -i   i  I  Alexander, 

copies  and  mutators  the  portrait  type  passed  on 

to  the  later  ages  and  can  be  seen  to-day  —  ('.(/.  the  bust 


216  SOCIALIZING    THE   CHILD 

of  Alexander  in  the  Louvre,  the  Alexander  Rodanini  of 
the  Munich  (Ih'ptothek,  the  Alexander  in  the  Ponipeian 
mosaic  representing  the  Battle  of  Issus,  and  the  tetra- 
drachm  coinage  of  Lysimachus.  His  figure  was  well 
propoitioned  and  muscular.  Plutarch  says  his  skin 
was  clear  and  white  with  ruddy  hue  on  cheek  and  breast. 
His  eyes  were  blue  and  deep-set  and  his  brows  heavy. 
Massy  golden  locks  rose  up  mane-like  from  above  the 
center  of  his  forehead.  A  strong,  finely-shaped  nose 
(almost  aquiline)  joined  high  to  the  forehead,  sensitive, 
passionate  lips,  and  a  prominent  chin  complete  the  pic- 
ture of  Alexander  that  pen  and  chisel  have  left  us.  All 
accounts  agree  that  he  was  beautiful  to  look  upon.  He 
had  a  habit  of  carrying  his  head  slightly  inclined  toward 
the  left  shoulder. 

At  the  age  of  twenty-two,  when  he  had  won  the  battle 
of  Granicus,  he  possessed  the  full  vigor  of  youth.  He 
The  Per-  Combined  in  himself  all  that  inspires  men's  en- 
sonaiity  of  thusiasm  and  commands  their  allegiance.  His 
Alexander,  character  was  frank  and  open  ;  indirection  of 
every  sort  he  abhorred.  In  business  affairs,  he  was 
definite  and  orderly.  He  was  an  able  organizer.  He 
could  plan  well.  He  was  loyal  to  friends,  generous  to 
a  fault,  and  unconscious  of  self.  Meanness  and  fear 
were  unknown  to  him.  Tii  his  respect  for  woman  and 
his  moral  cleanliness,  he  was  an  exception  to  his  times. 
He  was  swayed  by  ideals.  He  loved  music  and  song, 
anrl  the  conversation  and  association  of  men.  In  his 
self-restraint,  his  noble  ideas  of  life  and  duty,  and  in  his 
higher  ideal  interests  he  far  surpassed  either  parent. 

He  was  unfjuestionably  a  man  of  strong  personality. 
Passions,  impulses,  ambitions,  and  will  were  all  present 


HOW   TO    INTRODUCE    HEROES    OF    HISTORY  217 

in  him  at  the  highest  tension.  In  his  actions  we  see 
the  philosophic,  self-contained  Alexander  standing  out 
in  relief  against  the  natural  Alexander.  Plutarch  says, 
"Alexander  taught  the  HjTcanians  to  live  in  wedlock, 
and  the  Arachosians  to  till  the  fields ;  the  Sogdianians 
he  induced  to  support  their  fathers  instead  of  killing  them, 
the  Persians  to  honor  their  mothers  instead  of  wedding 
them  .  .  .,  the  Scythians  to  bury  their  dead  instead  of 
eating  them  .  .  .  Few  read  the  laws  of  Plato  ;  thousands 
use  those  of  Alexander." 

Granicus.  In  Asia  Minor  he  overthrew  the  Persian 
troops  stationed  behind  the  river  Granicus  (May,  333  B.C.). 
This  opened  up  Asia  Minor  to  him.  Famous 

/.S.SM.S.     At  Issus  in  the  ravines  of  Cilicia,  he  Victories  of 
routed  King  Darius  and  his  army  of  000,000  Alexander, 
men    (November,   333    B.C.).     This    opened    Syria    and 
P^gypt  to  him. 

Arbela.  At  Arljela,  near  the  Tigris,  he  annihilated  a 
still  more  numerous  army  (331  B.C.).  This  opened  up 
the  rest  of  the  Persian  empire  to  him.  The  lule  of 
Uarius  ended  in  Persia,  and  the  rule  of  Alexander  began. 
In  that  battle,  world  issues  were  at  stake  and  the  West 
conriuered  the  East  once  more. 

Alexander  marched   into  the  great  cities  of   P>abylon, 

Susa,   Persepolis,   and   Kcbatana  and  took   ])ossession   of 

the  treasures  of  tin-  Persian  king  located  there.   ^ 

,      .         Famous 
Then   he  continued   his  pursuit    of   tiic   fleeing   Marches  to 

King  Djirius.     For  five  years  (330  h.c.  to  32.")  the  East 

B.C.)  the  Macedonian  army  traversed  the  wide  ^^^  ^^^ 

B  C 

stretches  of  Ilyrcania,   Partliia,  Sogdiana,  and 

Bactria  —  countries  hitherto  unknown   to  the  (Jreeks  — 

and  then  advanced  to  the  IikIus  river. 


218  SOCIALIZING    THE    CHILD 

It  is  in  this  period  between  330  and  325  B.C.  that  Alex- 
ander's purpose  seems  to  change.  He  began  his  career 
as  the  chanijiion  of  Greece  against  the  Orient,  and  con- 
sidered himself  the  leader  of  the  Greeks  against  the 
Persians  until  the  battle  of  Issus.  Thereafter,  some 
historians  claim  that  he  considered  himself  the  successor 
of  Darius  upon  the  Persian  throne.  All  agree  that  he 
wore  Persian  dress,  adopted  the  ceremonies  of  the  Per- 
sian court,  and  compelled  his  generals  to  prostrate  them- 
selves before  him  according  to  Persian  usage.  In  the 
years  330  b.c.  to  325  B.C.  his  aim  seems  to  have  been  to 
mingle  the  races  of  men  under  his  power  into  one  "true 
world  empire."  He  married  the  beautiful  Roxana, 
a  princess  of  Bactria,  whose  father  he  had  conquered. 
He  also  encouraged  his  Greek  and  Macedonian  officers 
and  soldiers  to  take  Persian  wives  in  order  to  promote 
good  feeling  among  the  two  races. 

^g  When  Alexander  arrived  in  India,  he  met  the 

Voyage        forces   of    the    Indian    prince,    Porus,   at    the 

down  the     H^^daspes  river.     After  defeating  Porus  he  de- 

°  "^  cided  to  leave  him  in  possession  of  his  kingdom. 

Alexander's  return  march  began  in  325  B.C.  He  built 
a  fleet  of  boats  and  sent  a  portion  of  his  troops  on  an 
The  Return  exploring  voyage  down  the  Indus  River,  around 
March.  ^y  the  sea,  and  up  the  Persian  (iulf  to  the 
mouth  of  the  Euphrates  River.  These  men  were  under 
Nearchus.  Alexander  led  the  rest  of  the  troops  through 
the  Gedrosian  desert,  a  march  of  sixty  days,  filled  with 
the  terrors  of  famine,  thirst,  and  disease. 

An  impression  of  Alexander's  military  genius  can  be 
gained  from  this  sunmiarized  view  of  his  conquests.  When 
he  was  only  thirty  years  of  age  he  had  already  faced  the 


HOW   TO    INTRODUCE    HEROES    OF    HISTORY  219 

IlljTians    and    Thracians  on  their   mountain   sides,  the 
Boeotian  phalanx  on  the  plains  of  Thebes,  the  Persian 
cavahy  at  the  Granicus.     He  had  scaled  the  ^j^^ 
walls  of  Tyre  and   humbled  the  impregnable  ander's 
fortresses  of  Gaza.     He  had  scattered  the  as-  Military 
sembled  hosts  of  Western  Asia  at  Arbela  (Gau-  ^^'■^^'■• 
gamelaj.     But   this   did   not   close   his   military   career. 
He  passed  on  to  India  and  came  into  conflict  with  an 
utterly  new,  strange  people,  who  combined  in  their  re- 
sources not  only  wealth   and   courage  but  organization 
and  an  advanced  acquaintance  with  the  art  of  war.     No 
other  great  general  in  the  world's  history  was  ever  exposed 
to  such  a  variety  of  tests,  and  yet  he  is  the  only  one  who 
never  lost  a  battle.     Military  critics  claim  that  in  clever- 
ness of  plan  and  brilliant  execution  the  battle  with  Porus 
at    the    Hydaspes    was    Alexander's    masterpiece.     The 
army   of    Porus    was   almost   annihilated.     The   chariots 
were   shattered,    their    drivers    killed.     ]Mghty    war   ele- 
phants were  captured,  but  more  had  been   killed.    Two 
sons  of  King  Porus  were  among  the  slain. 

Historians  and  biographers  dit'fci-  in  tlicir  judgjnents  of 
Aloxander's  intentions.     It   is  difliciilt    lo  know  what  his 
real    f)uri)oses    were.     But    his   acts   had    great    ^35^1^5  of 
results.     Of  the  seventy  cities  founded  by  him,   Alex- 
some  were  in  Isgypt,  soino  in  Tartary,  and  some  ander's 
even  as  far  distant  as  India.      Il(>  distributed   Conquests, 
among  his  subjects  vast  treasures  that,  had  been  uselessly 
hoarded    iti    the   eliests   of   the    Persian    king.      lie   stimu- 
lated  Greek    scholars   to   study    the    plants,    tin-   aniinals, 
and    the   ger)graphy   of   Asia.      lie   j)re|)are{i    the   ju'oples 
of  the  Orient  to  receive  the  language  and  customs  of  the 
Greeks. 


220  SOClALIZlN(i    THE    CHILD 

Alexander  united  under  one  master  all  the  ancient 
world  from  the  Adriatic  to  the  Indus,  from  Kgypt  to 
the  Caucasus.  (Ireek  became  the  common  tongue  in 
the  Eastern  Mediterranean  countries.  This  fact  greatly 
helped  the  spread  of  Christianity,  for  in  the  time  of 
Christ  a  man  could  travel  from  Spain  to  Northern  India 
and  exchange  ideas  with  other  men.  Greek  philosophic 
teachings  spread  into  Syria  and  Palestine.  The  minds 
of  the  Greeks  were  broadened.  They  ceased  to  feel  that 
they  were  a  select  people,  better  than  any  foreign  people. 
This  new  spirit  of  cosmopolitanism,  or  the  common 
brotherhood  of  all,  supplanted  gradually  the  narrower 
provincialism.  The  time  from  Alexander's  death  to  the 
conquest  of  the  Greek  kingdom  by  Rome  is  called  the 
"Hellenistic  Period"  or  the  "Alexandrian  Age." 

The  addition   of  so  much  money  to  that  already  in 

circulation  increased  business  activity  in  Greece  and  Asia 

Minor.     Athens  and  C'onnth  took  advantage  of 

Economic  ,  ,  .  ■    •  rr  ^  kt  i 

Effects  of     the  busmess  opportunities  orlered.     JNew  and 
Alex-  costly  buildings  appeared.     A  new  theater  and 

ander  s  ^  j^^^^,  stadium  were  erected  in  Athens.  Private 
individuals  spent  greater  sums  in  the  decoration 
of  their  houses.  The  trade  between  the  Greeks  and  the 
East  increased.  A  new  Greek  colonization  movement  to 
Asia  Minor  took  place.  The  East  learned  the  modern 
business  methods  of  the  West  and  sent  Oriental  wares  to 
the  Western  people. 

Many  of  the  obstacles  encountered  by  Alexander  and 
Adaptation  ^^"'  difficulties  experienced  in  each  of  his  cam- 
of  the  paigns  and  in  founding  his  empire,  and  the  far- 

Matenal.      reaching  results  of  his  conquests,  are  exceedingly 
difficult  for  even  a  mature  person  to  realize.     All  that 


HOW   TO    INTRODUCE    HEROES    OF    HISTORY  221 

can  be  done  in  the  third  grade  is  to  arouse  a  vital  interest 
in  the  man  Alexander  so  that  a  desire  to  read  and  learn 
more  about  him  will  be  stimulated.  The  degree  of  the 
teacher's  success  will  depend  largely  upon  her  famil- 
iarity with  the  hero  in  his  setting.  Some  sample  stories 
for  children  of  the  third  grade  follow.  In  telling  the 
stories,  report  Alexander's  actions.  What  did  Alexander 
do?  is  the  question  that  should  be  answered.  Avoid 
telling  what  kind  of  man  he  was.  What  he  did  will 
show  what  he  was,  if  well  told.  The  great  secret  in 
story-telling  is  to  be  full  of  the  subject.  Unless  the 
teacher  has  tried  to  climb  the  mountains,  and  bridge 
the  rivers,  and  cross  the  deserts  with  Alexander,  and 
has  traced  his  routes,  sympathized  with  his  aims,  and 
appreciated  his  difficulties  as  well  as  his  ambitions,  she 
will  not  have  the  rich  background  that  will  enable  her 
to  see  the  hero  and  to  make  others  see  him.  Unless  his 
achievements  touch  her  she  will  not  move  others  in  de- 
scribing them.  Each  story  told  must  be  sufficiently 
Cf)ncrete  and  detailed  to  enable  the  child  to  gain  an  actual 
mental  picture  of  flic  events  or  actions  described, 

ALEXANDER'S    ROVTTOOD 

Thr  first  six  years  of  his  life  Alexander  was  under  llio  care 
of  his  nurso,  Lanicc.  II ••  l<»\('<l  licr  as  most  hoys  lovo  their 
mother.  (Proteas,  one  of  her  sons,  was  one  of  Alexander's 
most  intimate  lussoeiaies.  All  her  sons  gave  tiieir  lives  for 
him  in  battle.  Her  only  brother,  ('litns,  was  the  faithful 
friend  who  saved  Alexander's  life  ;il  ( ir.inieus. )  Alexander 
grew  up  in  the  eompany  of  other  children  in  the  women's 
quarter  of  the  hotise.  Ife  had  the  usual  toys,  r.f/.  lops,  hoops, 
puppets,  and  a  riding  horse.     He  often  listened  to  cradle  songs 


222  SOCIALIZING    THE    CHILD 

and  nurse's  tales.  He  seldom  saw  men,  —  not  even  his  own 
father,  Philij),  because  he  was  a  kins  and  was  busy  with  wars. 
At  seven  years  of  age,  Leonidas,  on(^  of  his  mother's  relatives 
who  beeam(>  tutor  to  the  young  prince,  taught  him  how  to 
develop  his  muscles,  trained  him  to  endure  hardships  and  priva- 
tions, and  to  abhor  luxury.  Lysimachus,  who  was  his  personal 
attendant,  remained  with  him  even  when  he  had  grown  to 
manhood. 

Once  in  his  father's  absence  a  l)ody  of  special  ambassadors 
came  from  Persia  to  the  capital.  Little  Alexander  proceeded 
to  entertain  them.  He  showed  them  distinguished  attentions 
and  kindness  quite  unusual  for  a  mere  child.  Then  he  began 
to  question  them  about  their  country.  "What  sort  of  a  man 
is  your  king?  How  does  he  treat  his  enemies?  Why  is  Persia 
so  strong?  Has  she  much  gold?  How  large  is  her  army? 
What  kind  of  roads  have  3'ou ?  How  long  are  they?  How  do 
you  travel  in  the  inland  parts  of  the  country?"  The  Persians 
gazed  at  him  in  wonder  and  said  to  one  another,  "Philip  is 
nothing  compared  to  that  boy." 

After  his  thirteenth  year,  his  father  felt  that  ordinary  teach- 
ers would  never  do  for  so  remarkable  a  boy,  so  he  employed 
Aristotle,  the  most  famous  philosopher  of  the  day,  to  instruct 
Alexander.  Aristotle  was  in  the  habit  of  walking  about  with 
his  pupils  while  he  was  teaching  them ;  so,  for  a  schoolroom 
King  Philip  provided  a  large  garden  \v\ih  seats  of  stone  and 
cool,  shafly  paths.  There  Alexander  read  old  plays  and  his- 
tories and  Homer.  He  loved  Achilles  best  of  all  the  Homeric 
heroes.  His  mother  often  told  him  he  was  descended  from 
Achilles  the  hero  of  the  Iliad.  When  he  was  large  enough  to 
read  the  Iliad  for  himself,  he  used  to  call  it  the  soldier's  Bible. 
He  knew  most  of  it  by  heart  and  often,  even  when  he  was  a 
man  and  a  great  general,  he  used  to  sleep  with  it  under  his 
pillow. 


HOW    TO    INTRODUCE    HEROES    OF    HISTORY  223 

THE   TAMING   OF  BUCEPHALUS 

(As  a  boy,  Alexander  was  restless,  energetic,  fearless,  intelli- 
gent, inventive,  and  independent.  The  story  of  the  taming 
of  Bucephalus  is  considered  authentic  and  shows  these  qualities 
in  a  form  that  children  can  appreciate.  The  boy  was  about 
twelve  or  thirteen  years  old  when  the  incident  occurred.  The 
story  follows  as  Plutarch  tells  it,  with  a  few  omissions.) 

"Philonicus  of  Thes.saly  had  offered  to  sell  PhiUp  his  horse, 
Bucephalus,  for  thirteen  talents.  So  they  all  went  down  to 
the  plain  to  try  the  animal.  He  proved,  however,  to  be  balky 
and  quite  useless.  He  would  let  no  one  mount  him,  and  vio- 
lently resisted  every  attempt  of  Philip's  attendants  who  tried 
to  make  him  obey.  Philip,  in  his  disgust,  ordered  the  horse 
led  away,  as  being  utterly  wild  and  untrained.  .  .  .  Alex- 
ander, who  was  present,  said,  'That  is  too  good  a  horse  for  those 
men  to  spoil  that  way,  simply  because  the}''  haven't  the  skill 
or  the  grit  to  handle  him  right.'  His  father  said,  'What  do 
you  mean  by  criticising  ycjur  elders,  as  if  you  were  wiser  than 
they,  or  knew  so  much  more  about  handling  a  horse  than 
they  do?' 

"'Well,  this  horse,  anyway,  I  would  handle  better  than  any- 
one else,  if  tliey  would  give  me  a  chance.' 

'"In  case  you  don't  succeed,'  said  the  father,  'what  penalty 
are  you  willing  to  pay  .  .   .    ?' 

'"I'll  pay  the  price  of  the  horse!' 

"  l^aiigiitf'i' greeted  this  answer.  .  .  .  Alcxaiulcr  went  st  raiglil 
to  the  horse,  took  liim  by  the  bridle,  and  turned  him  around 
toward  the  sun.  This  he  did  because  he  had  noticed  that  the 
horse's  fright  was  due  to  his  own  shadow  dancing  up  and  (li)\vn 
on  the  ground  before  him.  Now  he  ran  lieside  the  horse,  pat- 
ting and  coaxing  him,  until  he  oi).served  that  the  horse  was 
impatient  to  go.  Then  hr  (luictly  slipped  olT  his  cloak,  swung 
himself  up,  and  sat  securely  astride  the  horse  guiding  him  al)out 
for  a  while  with  the  reins.     He  neither  jerked  at   the  bit   nor 


224  SOCIALIZING    THE    CHILD 

struck  the  animal  l)ut  lot  liim  ))ranoo  and  gallop  as  much  as 
he  would  until  his  excitement  wore  itself  out.  Then  he  turned 
the  horse  almut  and  galloped  up  to  the  group  of  men  with  i)ride 
and  joy  in  his  face,  for  the  horse  was  now  under  his  control. 
The  men  had  watched  in  silence  at  first,  fearful  of  the  outcome. 
Now  they  burst  forth  in  loud  cheers.  His  father,  who  had  been 
anxious  about  him,  shed  tears  of  joy  as  he  dismounted.  Then, 
kissing  him  on  the  forehead,  he  said,  'My  son,  seek  another 
kingdom  suited  to  your  powers.  Macedonia  is  not  worthy  of 
you. 

ALEXANDER'S  TREATMENT  OF  BUCEPHALUS 

Bucephalus  became  the  inseparable  companion  of  Alexander 
from  that  day.  He  went  with  him  on  all  his  campaigns,  shar- 
ing many  toils  and  dangers.  Alexander  nearly  always  rode 
him  in  battle.  No  one  else  was  ever  allowed  to  mount  him. 
Bucephalus  was  a  magnificent  black  horse  of  extraordinary 
size.  He  was  marked  with  a  white  spot  .on  his  forehead.  Some 
say  his  name  was  given  him  because  of  this  resemblance  of  his 
head  to  that  of  an  ox.  Others  say  he  was  branded  with  the 
mark  of  an  ox  head. 

Alexander's  affection  for  the  animal  is  illustrated  by  two 
stories,  one  told  by  Arrian,  the  other  by  botii  Plutarch  and 
Arrian.     Arrian's  story  is  this  : 

"This  horse  once  disappeared  in  the  country  of  the  Uxians 
fa  tribe  of  robbers  east  of  Mesopotamia)  whereupon  Alexander 
sent  <jut  a  proclamation  throughout  the  country  stating  that, 
if  they  did  not  bring  back  his  horse,  all  the  Uxians  would  be 
put  to  <lr;itli.  In  response  to  this  proclamation  the  horse 
wa.-v  bnjught  back  immediately.  This  shows  how  great  was 
Alexander'.^  intei-est  in  the  horse  and  also  incidentally  how 
great  was  the  barbarian's  dread  of  Alexander." 

Plutarch's  story  : 

"Shortly  after  the  battle  with  Porus  (the  battle  of  Hydaspes) 


HOW    TO    INTRODUCE    HEROES    OF    HISTORY  225 

Bucephalus  died.  ...  He  was  worn  out  with  old  age. 
.\lexander  was  overwhelmed  ^^^th  grief  at  his  loss.  He  felt 
as  if  he  had  lost  an  old  (•onii)anion  and  fri(Mid.  So  he  founded 
a  city  on  the  Hydaspes  and  named  it  in  his  honor  Bucephala." 
For  eighteen  years  this  horse  had  been  with  him.  He  richly 
deserved  the  honor  of  having  a  city  named  for  him.  This  city 
still  exists  and  is  now  known  as  the  city  of  Jalalpur. 

Examples  of  other  anecdotes  and  incidents  in  the  life 
of  Alexander  the  Great  that  can  be  made  comprehensible 
to  children  of  the  third  grade  are : 

1.  Honors  paid  to  those  who  were  killed  in  battle. 
The  provision  made  for  their  children  and  their  aged 
parents. 

2.  The  presents  sent  to  his  mother  and  to  the  city  of 
Athens  and  a  former  tutor. 

3.  The  story  of  the  (lordian  knot. 

4.  Alexander's  ingenious  way  of  protecting  his  soldiers 
from  the  wagons  of  the  mountaineers. 

o.  .Vlexander's  generous  treatment  of  the  family  of 
Darius  anrl  his  punishment  of  the  traitor  who  killed 
Darius. 

f).  The  story  of  how  he  siupi'iscd  l*orus  and  |)rodu('('d 
confusion  among  the  three  hundred  war  elephants. 

REFERENCES   FOR   TEACHER  S  USE 
(ilKHUKK,  HkI.KNK  ADKIilNK.  Tlu  SttiriJ  of  I  III  dnrkx. 

Ham-,  Jennie,  The  Storif  of  the  drccks.     Our  Aiirrsltns  in  Kuroiu  . 
Taitan,  Eva  MAm;H,  Hioru  of  the  Greek  I'eoplc. 
Pi.fTAiuH,  Liw«  of  Greeks  diid  ffonianx. 
Wmeei,k.h.  Bkn.famin  Ide,  Alrxmuler  the  drrtit. 

(This  is  by  far  the  West  arcoimt.) 
WtlinriMU,    Il)\    I'kE.NTICE,   Heroes  itf  II istiirif. 


226  socializing  the  child 

the  discovery  of  america  by  columbus 
The  Teacher's  Review 

The  discovery  of  America  was  an  epoch-making  event. 
No  other  voyage  in  the  history  of  the  world  was  so  mo- 
Si  nifi-  mentous.  To  appreciate  fully  such  an  achieve- 
cance  of  ment  we  must  see  it  in  perspective.  When  we 
the  Dis-  endeavor  to  picture  to  ourselves  the  conditions 
covery.  ^^  trade  and  travel,  and  the  extent  of  geo- 
graphical knowledge  prior  to  the  age  of  Columbus  and 
then  contrast  them  with  the  conditions  that  followed  his 
bold  voyage  across  the  ''Sea  of  Darkness"  we  begin  to 
realize  a  little  of  the  grandeur  of  the  consequences  of 
the  discovery  of  America. 

Prior  to  1492  the  great  wanderings  of  mankind  had 
been  by  land.  Mariners  crept  along  the  coasts  or  crossed 
Early  the  Mediterranean  and  smaller  seas.     No  Euro- 

Voyages.  peans  except  the  Northmen  had  ventured  far 
into  the  trackless  ocean,  and  they  found  the  distance  so 
great,  the  voyage  so  precarious,  and  the  returns  so  slight 
that  the  ventures  were  soon  discontinued.  It  was  in 
1471  when  Columbus  was  a  grown  man  that  the  first 
European  ship  crossed  the  equator  and  not  until  1517, 
after  Columbus  had  been  in  his  grave  eleven  years,  did 
the  first  European  ship  sail  to  the  eastern  coast  of  Asia. 

There  is  no  justification  for  the  popular  belief  that 
Columbus  discovered  that  the  earth  is  round.  Nor  was 
Geography  the  roundness  of  the  earth  a  new  idea  in  the 
before  fifteenth  century.     Long  before  the  Christian 

Columbus,  g^^^  ^Yie  Greek  philosopher  Aristotle  demon- 
strated the  sphericity  of  the  earth  from  the  altitude  of 


h'r**tn  ti  f/aluitfi{j  hy  {**(  i'itmihn,  /intpi  fly  of  (ht    M  >  troimlUun  .\Ju^ium  tfj  Art. 


I  227  1 


228  SOCIALIZING    THE    CHILD 

the  stars  observed  from  various  places.  His  proof  had 
been  accepted  by  nearly  all  the  ancient  philosophers. 
Seventeen  hundred  years  before  Columbus,  Eratosthenes, 
a  famous  ^eoj^jrapher,  declared  that  it  would  be  possible 
to  sail  from  Spain  to  India  on  the  same  parallel  were  it 
not  for  the  vast  extent  of  the  Atlantic  Ocean.  Some 
later  writers  thouj2;ht  that  with  a  favoring  wind  the 
journey  could  be  made  in  a  few  days. 

Learned  men  in  the  age  of  Columbus  did  not  for  a  mo- 
ment question  the  rotundity  of  the  earth.  They  had 
read  Aristotle,  Ptolemy,  Mela,  Strabo,  and  other  geog- 
raphers ancient  and  modern.  Nothing  is  more  absurd 
than  to  accuse  them  of  thinking  the  earth  was  flat.  In 
the  years  between  1472  and  1492  six  new  editions  of 
Ptolemy's  geography  were  published.  Some  educated 
European  merchants  and  missionaries  had  traveled  to 
Asia  and  were  familiar  with  Asiatic  seaports,  but  they 
naturally  supposed  those  seaports  were  on  the  Atlantic 
ocean.  Roger  Bacon  in  1267  suggested  that  a  ship 
might  sail  westward  across  the  Atlantic  to  China  and  pro- 
ceeded to  fortify  his  opinion  by  giving  extracts  from 
Aristotle  and  other  ancient  writers.  Among  the  unedu- 
cated masses,  however,  the  belief  in  the  flatness  of  the 
earth  was  general. 

It  was  in  1492  that  Martin  Behaim  made  his  famous 
globe  which  may  still  be  seen  in  the  old  Town  Hall  of 
old  Nuremberg.  On  this  globe  fully  two  thirds  of 
Hindustan  is  omitted,  and  in  place  of  it  is  a  Ceylon 
magnified  tenfold. 

Trade  had  been  carried  on  b(3tween  Asia  and  the  Medi- 
terranean ports  for  at  least  two  thousand  years  before 
C(jlumbijs,  but  it  was  carried  on  chiefly  by  land.     There 


HOW    TO    INTRODUCE    HEROES    OF   HISTORY  229 

were   three    well-known    routes:    route   (1)  through  the 
Black   and    Caspian    Seas,   a   route  associated   with  the 
greatness  of  both  Genoa  and  Constantinople ;  -pj^g  oid 
route   (2)   through   Syria  and  the  Persian  Gulf  Trade 
passing  through  the  illustrious  cities  of  Bagdad,  Routes. 
Damascus,  and  Antioch ;    route  (3)  through  Egypt  and 
the  Red  Sea,  especially  associated  with  the  glorious  days 
of  Alexandria  and  Venice. 

"The  Indies"  in  those  days  was  a  term  which  was 
used  vaguely  to  mean  not  India  merely  but  China  and 
Japan  and  all  far  Eastern  countries.  Western  Europe 
had  been  getting  many  of  its  luxuries  for  centuries  from 
this  region. 

From    these    countries    came    aromatic    spices,    black 
pepper,    i\'<)ry,    cotton    fabrics.    Oriental    rugs,    flowered 
silks,  gum.s,  porcelains,  damasks,  dyes,  drugs, 
perfumes,    pearls,    sapphires,    diamonds,    rich   J*™™° 
shawls,    precious    woods.  Brought 

After  the  Crusades  the  volume  of  trade  be-  from  the 
tween  East  and  West  tended  to  increase  steadily,  J"*^'^^  *° 

'       Western 

and    European    curiosity    concerning    Oriental   Europe 
countries  and  peoples  was  greatly  stimulated. 
Fleets  of  Genoa  and  of  Venice  could  l)e  seen  waiting  at 
the  ports  of  the  Black  Sea  or  on  tlic  Mediterranean   for 
the  Indian  merchandise  which   they  carried  to  Effect  of 
the    distributing   centers   of   southern    Europe,   the 
From  these  centers  the  iiierchandise  was   sent    Crusades, 
to  fhe  prospej'oiis  towns  of   l''i-;ince,  rjermany,   I'Jigland, 
and    the    Netherlands.      In    ret  inn    the    i'luropeans    sent 
woolen    cloth,    linens,    coial,    black     lead,    glass    vessels, 
wrought  silver,  tin,  brass,  Greek  and  Italian  wines,  and 
other  Western  |)rodMr'ts. 


230  SOCIALIZING    THE    CHILD 

In  the  thirteenth  century  the  Mongol  conquests 
brought  the  whole  vast  territory  from  (-hina  to  Poland, 
Effect  of  ^I'om  the  Yellow  Sea  to  the  Euphrates  under 
the  Mongol  the  sway  of  a  single  monarch.  The  Mongol 
Conquests,  poijey  was  liberal  to  foreigners.  Consequently 
in  the  century  between  1250  and  1350  many  Europeans, 
chiefly  merchants  and  Franciscan  monks,  visited  China. 
They  learned  through  personal  experience  that  China 
was  a  maritime  country. 

Marco  Polo,  a  Venetian  merchant,  lived  in  the  service 
of  the  Mongol  emperor  twenty-five  years.  In  1299, 
Marco  after  his  return  to  Europe,  he  wrote  down  his 
Polo-  experiences.     By  many  people  this  is  considered 

the  greatest  book  of  travel  ever  written.  It  introduced 
Europeans  to  Japan  as  well  as  to  Chinese  seaports. 
Marco  Polo  described  .Japan  as  an  islaiul  kingdom  out 
in  the  ocean  east  of  China,  and  calhd  it  Cipango.  Many 
of  the  things  related  by  him  were  considered  unbelievable 
by  his  contemporaries  but  we  now  know^  that  most  of 
them  were  really  tiue. 

Pierre  d'Ailly,  archbishop  of  Cambrai,  in  1410  wrote 
a  book  called  "The  Image  of  llic  World"  which  was 
Books  on  widely  circulated  in  manuscript  and  was  printed 
Travel  and  jn  1483.  He  (juotes  the  views  of  Roger  Bacon 
Geography,  ^^j-^j  ^^^^  those  of  Aristotle,  but  he  pronounces 
the  torrid  zone  uninhabitable  because  of  the  excessive 
heat.  In  1477  .^neas  Sylvius  (later  Pope  Pius  II),  in 
his  "General  History  and  (leography,"  records  that 
both  the  torrid  and  the  frigid  zones  are  uninhabitable. 

Columbus  read  all  these  books  diligently  and  wrote 
commentaries  in  Latin  in  the  margins.  The  Columbian 
Library  at  Seville  contains  the  copy  of  "The  Image  of 


HOW    TO    INTRODUCE    HEROES    OF    HISTORY  231 

the  World  "  which  was  read  by  Cokinibus.     The  marginal 
notes  in  Latin  written  by  him  show  that  he  did  not  be- 
lieve all  that  he  read.      He  criticizes  the  geo-  i^flyg^j^g 
graphical  traditions  by  the  light  of  his  own  ex-  of  the 
perience  and  knowledge.     One  note  says  ''The  Books  on 
torrid   zone  is  not  uninhabitable,  because  the     °  ""^ 
Portuguese  sail  through  it ;    in  fact  it  is  teeming  with 
people,  and  near  the  equator  is  his  Serene  Highness  the 
King  of  Portugal's  castle  of  Mine,  which  we  have  seen." 

During  the  last  half  of  the  fourteenth  century  a  new 
impetus  was  given  to  navigation  due  to  the  interruption 
of  European  trade  with  the  East.     In  1368  the  i^terrup- 
Mongols  were  driven  out  of  China  and  that  tion  of 
country  was  closed  to  foreign  trade.     As  early  European 
as     1365    the    Turks    had    taken    Adrianople     ^^  ^' 
and    from    this   time   Turkish    corsairs   swarmed    in    the 
waters  of  the  Levant  to  the  peril  of  all  Christian  voyagers. 
The  capture  of  Constant iiiojjlc,  tlio  grand  old  Christian 
city,  in  1453  by  robber  bands  liuniiliat(Ml  the  Christians 
and  greatly  discouraged  the  connnercial  towns  through- 
out JMirope.     The  aggressions  of  the  Turks  lasted  for  three 
generations  and  in  the  end  practically  closed  up  the  old 
trade  routes.     ( icnoa  was  one  of  the  first  cities  to  feel 
keenly  the  loss  of  her  trade.     Soon  all  Europe  was  deeply 
concerned,  and  iiow  to  find  another  route  to  the  Indices  was 
the(|uestion  th;it  ahuost  every  nation  was  t  lying  to  answer. 

Among  the  most   enterprising  of  the  enrly   navigators 
were  the  Port  ugucse.     Prince  lTenr\' of  I'ortugnl,   i^xpiora- 
(•alle(l    Henry  the  Navig.'itor,   foundeil   ,i    school    tions  of  the 
of    exj)lorers     that     inehided    many    ilhistiious  Portu 
mjiriners.      His  was  a   many-sided   personahty;  ^®^^- 
in  him  were  combined  the  spirit    of  the   missionary,   the 


232  SOCIALIZING  thp:  child 

merchant,  the  statesman,  and  the  scientific  inciuirer.  One 
of  the  problems  of  these  disciples  of  Prince  Henry  of 
Portugal  was  to  ascertain  whether  Africa  could  be  cir- 
cumnavigated and  a  route  thus  found  into  the  Indian 
Ocean.  It  was  while  suppressing  Moorish  piracy  that 
the  Portuguese  captains  made  their  first  acquaintance 
with  long  stretches  of  the  coast  of  Africa  and  heard  of 
(kiinea  and  its  mines  of  gold.  But  when  Prince  Henry 
died  in  1460  the  way  to  India  around  Africa  had  not 
yet  been  found,  and  it  was  destined  to  be  many  years 
before  the  Indies  should  be  reached  by  this  route.  Prince 
Henry  had  lived,  however,  to  see  his  voyagers  sail  waters 
that  had  been  deemed  inaccessible  and  to  see  the  African 
coast  explored  to  within  fifteen  degrees  of  the  equator  ;  he 
had  lived  to  give  a  great  impulse  to  maritime  enterprise. 
And  now  people  began  to  ask  the  question,  "Is  there 
no  other  way  to  India?"  Columbus  answered  that 
question  by  saying,  "India  can  be  reached  by 
Westward  saihng  west  on  the  Atlantic."  How  did  Colum- 
Route  to  bus  come  to  grasp  the  great  design  of  going  to 
the  Indies,  the  F]ast  by  sailing  west?  Probably  no  other 
navigator  of  that  age  had  made  so  protracted  a  study  of 
all  available  sources  of  information  in  regard  to  any  spe- 
cific problem  of  geographical  exploration  as  had  Columbus. 
He  had  read  widely  ;  he  had  engaged  in  the  business  of 
making  maps  and  globes  ;  and  he  had  been  a  daring  navi- 
gator. During  his  residence  in  Portugal  he  had  sailed 
in  Portuguese  ships  to  Cluinea  and  north  as  far  as  the 
British  Isles,  and  in  1477  had  participated  in  an  expedi- 
tion to  Iceland.  While  in  Portugal  he  married  Phillipa 
Moniz  who  is  said  to  have  been  the  daughter  of  Bartho- 
lome    Perestrello,    one    of    Prince    Henry's    navigators. 


HOW   TO    INTRODUCE   HEROES   OF   HISTORY  233 

Two  men,  Las  Casas  and  Ferdinand  Columbus,  claim 
that  the  idea  of  sailing-  west  to  reach  Asia  was  suggested 
to  Columbus  by  the  letters  of  a  Florentine  physician 
and  astronomer,  Paolo  del  Pozzo  Toscanelli. 

The  king  of  Portugal  in  1474  had  asked  Toscanelli 
if  he  could  suggest  a  new  route  to  the  East  Indies.  In 
his  reply  to  this  letter  the  famous  astronomer  suggested 
steering  westward  across  the  Atlantic,  and  sent  the  king 
a  map  which  explained  his  views  clearly.  When  Colum- 
bus asked  Toscanelli  the  same  question,  the  astronomer's 
reply  was  full  of  enthusiasm.  He  sent  him  a  duplicate 
of  the  map  which  he  had  formerly  sent  the  king  of  Portu- 
gal and  urged  ( '(jlumbus  to  undertake  the  voyage.  Ad- 
mitting the  genuineness  of  the  Toscanelli  letter,  we  know 
that  Columbus  had  previously  accumulated  in  the  marked 
pas.sages  (jf  his  own  books  a  far  more  convincing  body 
of  facts  than  anything  in  Toscanelli's  letter.  No  evi- 
dence or  facts  are  supj)lic(l  in  the  letter  which  were  not 
already  familiar  to  Columbus.  However,  the  letter  may 
have  encouraged  him  and  directed  his  attention  to  the 
soluti(jn  of  tlic  problem. 

All  students  of  tlie  subject  agreed  that  the  earth  was 
a  sphere.     T]\('  (iuesti(jn  at  issue  was  the  probable  length 
of  the  voyage  necessary  to  reach  China  or  Japan  peasibjiity 
by  sailing  due  west.     Both  Toscanelli  and  Co-  of  the  Pro- 
lunibus  were  wrong  in  their  estimates  of  the  cir-  P"sed 
cumference   of   the   earth.      Pecause   Cohnnbus 
thought   the  earth   much  smaller  than  it    is  there  was  no 
doubt    in   his  mind   as  to   the  coniniercial   advantage  of 
l)raving  the   unknown   terrois  of   the   \oyage  across   the 
Atlantic.     T\\\s  was  the  scheme  that   he  urged  upon  his 
fellow-men    for    eighteen    or    twent}'    years.      lie    hoped 


234  SOCIALIZING    THE    CHILD 

to  gain  access  to  the  wealth  of  the  Indies  by  a  new,  short 
route  across  waters  unknown  to  European  ships,  and 
with  his  share  of  the  profits  he  would  drive  the  Turk 
from  Constantinople  and  set  free  the  Holy  Sepulcher. 

Columbus  was  born  in  an  age  of  maritime  enterprise. 
His  discovery  was  only  a  part  of  a  great  outburst  of  mari- 
time activity  which  within  a  single  century  dis- 
Coiumbus  covered  not  merely  America  but  nearly  all  the 
by  the  Age  hitherto  unknown  world.  He  was  indebted  to 
in  which  lY^Q  jj^gg  [yi  which  he  lived  for  the  material,  means, 
and  tools  which  he  used  so  intelligently.  The 
invention  of  printing  had  made  books  accessible.  He  was 
dependent  upon  the  mariner's  compass  and  the  astrolabe 
which  had  been  invented  by  others.  The  work  of  other 
map  makers  was  useful  to  him.  He  was  also  indebted 
to  the  spirit  of  the  age  and  the  human  belief  in  his  cause 
sufficient  to  furnish  his  ships  and  man  them.  He  was 
deeply  indebted  both  to  society  of  the  past  and  to  society 
of  his  own  times  for  his  means,  and  each  succeeding  age 
acknowledges  its  indebtedness  to  him. 

Little  is  known  of  Columbus's  life  prior  to  1470.  A 
dozen  different  towns  claim  the  honor  of  his  birthplace. 
Personal  There  is  no  proof  that  he  ever  studied  at  Pavia. 
History  of  He  probably  had  some  skill  in  map  making. 
Columbus,  jjg  knew  Latin,  geometry,  and  as  much  astron- 
omy as  the  people  of  his  age  knew  how  to  apply  to  naviga- 
tion. Historians  differ  as  to  his  character.  Biographers 
are  still  undecided  as  to  the  year  of  his  birth.  Some  claim 
that  he  was  born  in  Clenoa  in  144G.  Others  state  that 
he  was  born  in  1451. 

All  historians  and  biographers  agree  that  Columbus 
had  in  a  degree  rarely  equaled  the  power  to  consecrate 


HOW    TO    INTRODUCE    HEROES    OF    HISTORY  235 

himself  to  one  groat  achievement.  No  other  navigator 
of  his  time  showed  such  unflagging  pertinacity  coium- 
in  piu'suit  of  a  perilous  enterprise.  Because  bus's  Real 
Columbus  had  the  imagination  to  plan  and  the  ^®^^*- 
courage  to  carry  out  a  voyage  in  search  of  land  to  the 
westward  he  became  the  most  conspicuous  hero  of  the 
fifteenth  century.  In  1492  he  rendered  the  world  the 
greatest  service  possible.  He  alone  was  willing  to  give 
up  some  of  the  best  years  of  his  life  to  test  the  theory 
held  by  learned  men.  His  deed  has  made  him  immortal. 
In  so  far  as  a  free  sea  sets  the  spirit  free,  he  was  the 
liberator  of  the  human  race.  By  trusting  his  ship  to 
the  open  sea  he  carried  mankind  along  in  his  wake.  His 
first  voyage  opened  the  gates  of  the  ocean  and  thus 
brought  all  parts  of  the  world  into  communication.  The 
invincible  courage  which  made  him  persevere  through 
years  of  scorn  and  insult  in  devotion  to  an.  idea,  calls 
forth  our  admiration.  It  is  a  poor  service  to  the  truth 
of  history  to  attribute  to  Columbus  virtues  which  he 
did  not  possess,  as  some  writers  have  done.  Nor  is  it 
just  to  blame  him  because  he  had  not  the  virtues  of  Las 
Casas,  nor  the  scientific  knowledge  of  a  Copernicus. 
No  human  being  reaches  the  higliest  excellence  in  all 
resf)ects.  His  wonderful  achievement  needs  not  the 
embellishment  of  fiction.  "^I'lic  m;m  is  grent  when  painted 
in  his  rcjil  colors.  \o  otiicr  iii;iii  cNcr  faced  chances  of 
fortune  more  extrenu;  or  left  posterity  under  g?'eater 
obligations.  He  dcsorvos  to  be  lionored  for  what  he 
was  and  for  what  lie  did. 

'I'he  following  stories  indicate  the  kind  of  subject  matter 
in  wliieli  ehildren  of  the  tliini  giade  will  be  interested. 
Before  telling  any  of  the  stories  the  teacher  must  find  out 


236  SOCIALIZING    THE    CHILD 

what  the  childrfMi  ah'eady  know  about  C'oliimhus.  The 
comforts  and  discomforts  of  a  voyage  upon  the  Atlantic 
to-day  should  be  brought  out.  After  the  teacher  has 
sunmiarized  all  the  information  offered  by  the  class,  and 
aroused  their  curiosity  about  the  great  navigator,  the 
stories  may  be  told  in  the  order  given. 

TEACHER'S  REFERENCES 

Columbus,  Fernando,  The  Discovery  of  America,  from  the  Life  of 

Columbus,  by  his  son  Ferdinand  Columbus.     Old  South  Leaflets, 

General  Series,  Vol.  2,  No.  29,  1891. 
FisKE,  John,  The  Discovery  of  America.     2  Vols. 
Irving,  Washington,  Columbus,  His  Life  and  Voyages  (in  "Heroes 

of  the  Nation  Series")- 
Mackie,  C.  p..  With  the  Admiral  of  the  Ocean  Sea;  A  narrative  of  the 

first  voyage  to  the  Western  World,  drawn  mainly  from  the  Diary 

of  Columbus. 
Seelye,  Elizabeth  (Eggleston),  Mrs.  E.  Seelye,  The  Story  of 

Coluuibus.     With  an  Introduction  by  Edward  Eggleston. 
Winsor,  Justin,  Christopher  Columbus,  and  How  He  Received  and 

Imparted  the  Spirit  of  Discovery. 

CHRISTOPHER  COLUMBUS,  THE  POOR  ITALIAN  BOY 
WHO    BECAME    FAMOUS 

When  Christopher  Columbus  was  a  litth;  boy  he  lived  in 
the  city  of  Genoa.  His  father  was  a  weaver  of  wool,  and  his 
uncles  and  cousins  were  weavers  also.  They  all  lived  in  a 
section  of  the  town  which  was  calletl  the  weavers'  quarter. 
All  of  their  neighbors  made  their  living  by  combing  wool  or 
making  cloth. 

The  narrow  house  in  which  Columbus  spent  his  boyhood  stood 
ju.st  outside  the  gate  of  Saint  Andrea.  High  buildings  came 
up  close  to  the  house  on  each  side,  and  there  was  no  yard  at 
all.     The  windows  had  no  glass  in  them,  but  there  were  shut- 


h'riini  till  slnliii  hy  MntiUrirdi  In  tin  Hiislon  Art  iStumiim. 
'I'm.    \U)\    ('(ILIIMHUM. 


238  SOCIALIZING    THE    CHILD 

ters  to  keep  out  the  cold  with  small  openings  which  let  in  the 
light  through  oiled  linen  or  paper.  On  the  lower  floor  was 
the  shop  where  the  weaving  was  done  with  long  counters  in 
front  on  which  the  goods  were  displayed  and  sold  to  customers. 
The  family  lived  over  the  shop. 

Genoa  was  a  seaport  and  to  its  wharves  came  ships  from 
China,  and  Japan  and  India,  or  the  Indies,  as  people  called 
these  eastern  countries.  Like  many  other  of  the  lads  of  Genoa, 
Columbus  liked  to  pl-ay  on  the  wharves  and  to  watch  the 
swarthy  seamen  unloading  their  precious  cargoes  of  beautiful 
silks,  fragrant  spices,  and  rare  gems.  He  learned  how  the 
great  sails  were  pulled  up  and  down,  and  how  the  ships  were 
steered,  and  he  listened  to  thrilling  stories  from  the  lips  of 
adventurous  seamen  who  had  sailed  into  seas  that  ships  had 
never  entered  before,  and  had  discovered  new  lands.  And 
stirring  tales  these  mariners  must  have  had  to  tell  —  of  sea 
fights  with  pirate  ships  (for  these  W3re  the  days  of  pirates),  of 
mutinies,  of  wrecks,  of  all  kinds  of  hair-breadth  escapes. 

As  Columbus  grew  older  he  longed  to  sail  with  these  seamen 
on  their  long  voyages  to  distant  countries.  He  read  many 
books  of  travel,  among  them  the  book  of  Marco  Polo,  a  book 
more  thrilling  than  any  fairy  tale.  This  Marco  Polo  was  a 
famous  traveler  who  had  journeyed  to  the  very  court  of  the 
Emperor  of  China  and  had  brought  home  hidden  in  the  seams 
and  hems  of  his  garments  precious  stones  of  great  value.  In 
his  book,  one  reads  of  courtiers  dressed  in  robes  of  silk  studded 
with  sapphires  and  rubies,  and  of  palaces  with  panels  of  silver 
and  gold  and  roofs  of  pure  gold. 

At  last,  the  day  dreams  of  Columbus's  boyhood  turned  into 
realities,  and  he  became  a  sailor,  seeing  lands  that  until  then 
had  been  to  him  only  names,  taking  part  in  sea  fights,  and  ex- 
periencing for  himself  the  perils  of  life  on  the  sea,  of  which  he 
had  heard  so  many  tales.  For  several  years  he  lived  in  Portu- 
gal, and  while  there  he  may  have  sailed  with  Portuguese  mari- 
ners on  their  long  voyages  of  discovery  down  the  coast  of  Africa 


HOW   TO    INTRODUCE    HEROES    OF    HISTORY  239 

—  always  hoping  to  round  the  tip  of  this  great  continent  and 
to  open  up  a  waterway  to  the  Indies. 

This  was  the  question  that  all  Europe  was  asking,  "How 
can  we  find  a  new  way  to  the  Indies?"  The  old  route,  part 
way  by  sea  and  part  way  overland  bj^  caravans  across  Asia, 
could  no  longer  be  traveled  in  safety,  since  enemies  had  cap- 
tured one  of  the  chief  cities  along  the  way.  Columbus  saw 
ship  after  ship  come  back  to  Portugal  after  their  long  voyages 
to  Africa  without  having  solved  the  mystery  of  how  far  that 
great  unexplored  continent  stretched  to  the  southward,  and 
he  began  to  ask  himself,  "Is  there  not  some  other  waterway  to 
the  Indies  that  men  have  not  yet  thought  of?" 

Now  in  the  time  in  which  Columbus  lived,  only  a  small  part 
of  the  world  as  we  know  it  had  been  discovered.  The  people 
of  Europe  had  no  more  idea  that  away  over  here  across  the 
Atlantic  were  two  great  continents  than  had  the  savage  tribes 
who  lived  here  an  idea  of  the  existence  of  the  land  of  the  white 
men.  Many  ignorant  people  thought  that  the  earth  was  flat 
and  that  if  one  journeyed  too  far  in  any  direction  one  would 
fall  off.  There  were  all  kinds  of  stories  told  of  the  frightful 
monsters  that  lived  in  the  Atlantic  Ocean  waiting  to  devour 
those  who  ventured  too  far  on  its  waters. 

But  Columi>us  believed,  as  did  many  other  educated  men, 
that  the  world  was  not  flat  but  round.  And  since  he  thought 
the  world  to  be  iiiiuli  smaller  than  it  really'  is,  he  decided  that 
one  could  sail  westward  out  across  the  Atlantic  rigi)t  around 
the  world  to  China  and  .lapan.  So  sure  was  he  that  the  riches 
of  ttic  Mast  could  be  reached  by  sailing  west  that  he  was  will- 
ing to  brave  tlie  perils  and  uncertainties  of  a  voyage  into  un- 
known waters  whose  length  no  nian  could  I'oictell. 

But  ( "ttlunibus  was  too  |)oor  to  pay  the  cost  of  such  an  expedi- 
tion, lie  needed  large  ships,  money  to  pay  the  sailors,  and 
supplies  of  food  to  lant  many  weeks  or  perhaps  many  months. 
He  wanted  a  powerful  king  to  help  him  c.-irry  out  his  plans. 
For  years  the  Portuguese  king  had  been  helping  great  marinern 


240  SOCIALIZING    THE    CHILD 

to  undertake  voyages  of  discovery.     Surely  he  would  be  will- 
ing to  help,  thought  (\)lunil)us. 

So  he  went  to  King  John  II  of  Portugal  and  said  : 

"If  the  earth  is  round  like  a  ball,  there  must  be  two  ways 
of  reaching  the  same  place.  If  the  way  to  India  is  so  long  b}' 
traveling  east,  may  we  not  reach  it  sooner  by  sailing  west? 
Perhaps  we  can  go  by  water  all  the  way  if  we  sail  tlirectly  west 
across  the  Atlantic.     Will  you  give  me  ships  to  try  this  route?" 

King  John  listened  to  the  plans  of  Columbus  and  said  : 

"What  reward  do  you  want  for  the  discoveries  you  may 
make?" 

"I  want  to  be  viceroy  of  all  lands  discovered  by  me,"  Colum- 
bus replied;  "I  want  the  title  of  admiral  and  a  tenth  part  of 
the  profits." 

But  King  John  was  not  in  the  habit  of  giving  such  higli 
rewards.  Then,  too,  he  preferred  his  own  Portuguese  sea- 
men who  had  })een  carefully  trained,  for  Columbus  was  a 
stranger  to  the  King  and  might  not  be  as  able  as  he  seemed. 

So  Columbus  left  Portugal  disappointed,  and  went  to  Spain 
to  seek  the  help  of  King  Ferdinand  and  Queen  Isabella.  But 
these  were  busy  times  for  the  King  and  Queen  of  Spain.  A  long- 
war  was  being,  waged  with  the  Moors,  and  the  court  was  con- 
stantly being  moved  al)out  from  place  to  place.  King  Ferdi- 
nand was  in  the  thick  of  the  fighting  as  city  after  city  of  the 
Moors  was  l)esieged,  and  Queen  Isabella  was  busy  sending 
supplies  to  the  armies,  relieving  the  sufferings  of  the  people 
and  even  riding  into  the  camp  sometimes  on  horseback  to 
encourage  the  soldiers.  No  wonder  they  found  little  time  to 
listen  to  this  stranger  with  his  plan  for  sailing  west  in  order 
to  reach  the  East.  And  so  from  month  to  month  and  then 
from  year  to  year  they  put  him  off,  never  actually  refusing  to 
help  him,  but  never  reallj'  taking  time  to  think  about  the  matter. 

For  seven  weary  years  ('olumbus  wandered,  following  the 
Spanish  court  from  place  to  place,  far  away  from  his  home 
and  family  in  a  strange  country.     Sometimes  great  men  were 


HOW    TO    INTRODUCE    HEROES    OF    HISTORY  241 

kind  to  him  and  took  him  into  their  homes.  But  often,  he 
must  have  looked  very  shabby  and  had  little  to  eat. 

At  la.st  C'oluml)Us  lost  hope  of  ever  gaining  the  attention 
of  the  king  and  queen  amidst  all  this  tumult  of  war  and  bustle 
of  eourt  affairs.  Did  he  intend  to  give  up  this  great  plan  of 
his?  No,  indeed,  Columbus  was  a  man  who  never  gave  up. 
He  decided  to  go  to  France  or  England  and  see  if  he  could  not 
get  help  from  one  of  these  countries.  But  first  he  must  find  a 
home  for  his  little  motherless  boy,  Diego.  What  a  pathetic 
picture  the  father  and  son  must  have  made  as  they  left  the 
Spanish  court  together,  the  father  grown  old  before  his  time, 
gray  and  bent  and  poorly  dressed ;  the  little  boy  shabby,  too, 
pinched  and  hungry-looking,  very  likely,  big-eyed  with  wonder 
over  the  new  people  and  places  he  was  seeing. 

After  walking  until  they  were  weary,  the  travelers  stopped 
at  the  gate  of  a  monastery  and  asked  the  porter  for  some  bread 
and  water.  Some  kindly  fate  must  have  guided  Columbus 
to  this  monastery,  for  here  he  found  the  best  friend  he  had 
met  in  all  these  years,  lie  was  Juan  Perez,  a  monk  who  heard 
Columl)Us  asking  for  bread  and  knew  that  he  must  be  a 
foreigner  by  the  way  he  spoke  Spanish.  Perhaps,  something 
in  this  shabby,  tired-looking  stranger's  face  interested  the 
monk,  or  perha|)s  he  was  only  sorry  for  him.  He  inviteij  him 
into  the  monastery  to  rest  and  asked  him  whence  he  came  and 
where  he  was  going.  And  Columbus  told  him  of  his  daring 
plan  for  finding  a  shorter  way  to  the  Indies  and  of  the  years 
he  had  spent  at  the  court  of  Ferdinand  ;md  Isabella  with  no 
success.  He  said  that  .as  sof)n  as  he  could  place  little  Diego 
in  the  home  of  his  aimt  and  tuulc,  he  would  go  to  France  or 
l^ngland  and  try  to  find  help  there. 

.\s  Columbus  talked  of  this  great  idea  that  li.id  filii'd  his 
mind  for  so  many  years,  .Juan  Perez  became  more  and  nmre 
interested.  lie  deejded  that  llie  plan  W!is  reason.able.  So  he 
wrote  a  letter  to  (^ue<'n  Is.abella  begging  her  not  to  let  Colum- 
bus leave  Spain,  and  .sent  it  by  a  trusty  messenger.     In  the 


[242] 


HOW    TO    INTRODUCE    HEROES    OF   HISTORY  243 

meantime,  the  stranger  and  his  httle  son  were  to  stay  comfort- 
ably at  the  monasterj'. 

Now  it  happened  that  this  good  monk  liad  once  been  Queen 
Isabella's  confessor  and  that  the  Queen  had  great  respect  for 
his  opinions.  In  him  Columbus  had  found  a  friend  who  would 
be  worth  more  to  him  than  the  friendshi])  of  all  the  great  court- 
iers combined.  Antl  so  it  came  a])out  that  in  fourteen  days 
a  messenger  came  from  the  Queen  l^ringing  money  for  Colum- 
bus and  a  request  that  he  should  come  with  Juan  Perez  to  see 
her.  F'orthwith  Columbus  bought  some  new  clothes  to  wear 
at  court  and  a  mule  on  which  to  travel  and  he  and  Juan  Perez 
journeyed  with  light  hearts  to  see  Queen  Isabella. 

Many  changes  had  taken  place  at  the  Spanish  court  in  this 
short  time.  Granada,  the  stronghold  of  the  Moors,  had  fallen. 
Columbus  saw  the  last  of  the  Moorish  kings  kiss  the  hands  of 
Ferdinand  and  Queen  Isabella  and  of  young  Prince  Juan,  who 
was  heir  to  the  throne.  Ferdinand  and  Ts;ib(>lla  were  now  the 
greatest  rulers  in  Christendom. 

A  council  (jf  wise  men  was  ap))ointed  to  consider  the  ])lan, 
and  these  men  came  to  the  decision  that  it  was  worth  trying. 
Hut  everything  was  not  to  run  smoothly  for  ( 'olumbus  even 
now.  He  asked  great  rewards,  too  great.  Queen  Isabella 
tli(Higl)t.  And  so,  once  again,  Columbus  turned  away  dis- 
couraged to  go  to  France,  liul  the  (^uccn  changed  her  mind 
and  sent  a  messenger  aftei"  liini  to  sny  that  lie  sliould  li;i\-e  tlie 
rewards  he  asked  f<jr  and  that  she  wtnild  fit  him  out  with  ships 
and  money  and  men  for  his  great  advj'uture.  Once  more, 
Columbus  turned  b;iek,  and  after  a  few  more  deliiys  the  papers 
were  signed.  Columbus  was  to  have  the  title  of  admiral  and 
was  to  l>e  made  viceroy  over  all  I  he  lands  that  In-  shniild  dis- 
cover. A  tenth  part  of  the  gold,  preciou-  stoin",  pearls,  silver, 
spices,  and  other  trea.sures  fouiiil  in  these  Lands  sliould  be  his; 
and  if  he  bore  .an  eighth  part  ol  the  exjx'nses,  he  was  to  have 
an  eighth  part  of  the  profits  of  all  the  voyages  made.  More 
than  this,  the  title  of  Don  was  to  ))(•  given  to  him  and  to  his 


244  SOCIALIZING    THE    CHILD 

family.  Little  Diego  had  a  share  in  the  honors,  too.  He  was 
to  be  sent  to  school,  and  aiUn-  two  years  he  was  to  be  page  to 
Prince  Juan,  the  son  of  the  King  and  Queen.  This  was  one 
of  tlie  greatest  honors  of  all,  for  the  court  pages  were  usually 
chosen  from  the  children  of  noble  families. 

Now  it  seemed  as  if  all  Columbus's  hopes  and  dreams  were 
at  last  coming  true.  But  still  there  were  delays  and  discour- 
agements. The  Queen  had  difficulty  in  raising  enough  money 
for  the  untlertaking.  Then  sailors  were  afraid  to  go  on  such 
an  uncertain  v(^yage.  They  were  afraid  that  they  might  get 
to  the  edge  of  the  sea  and  drop  off ;  that  the  sea  might  l)e  l)oil- 
ing  hot  in  some  places ;  that  great  dragons  might  eat  them. 
Queen  Isabella  even  offered  to  give  prisoners  their  freedom  if 
they  would  go.  And  finally  enough  men  and  money  were 
gathered  together  to  fit  out  and  man  three  small  ships.  And 
this  was  the  fleet  that  started  with  its  dauntless  admiral  to 
sail  around  the  world. 

THE   VOYAGE 

Just  an  hour  before  sunrise  one  August  morning  in  1492, 
three  little  ships,  scarcely  larger  than  the  fishing  smacks  that 
sail  up  and  down  our  coast  to-day,  lifted  anchor  in  the  harbor 
of  Palos.  There  was  a  great  crowd  of  peo])le  of  all  classes 
and  all  ages  gathered  to  see  them  off.  Some  of  them  were 
cheering,  some  were  silent,  staring  in  eager  curiosity,  but  many 
were  weeping,  for  these  little  ships  were  the  ships  of  Columbus's 
fleet  and  they  were  sailing  away  out  across  the  "  Sea  of  Darkness  " 
—  no  one  knew  where  —  and  few  expected  ever  to  see  them  sail 
back  to  Spain  again. 

It  must  have  seemed  like  a  happy  dream  to  Columbus  to 
be  really  embarking  on  this  voyage  to  the  Indies  for  which  he 
had  planned  and  hoped  and  waited  during  all  these  long  years. 
But  his  troubles  were  by  no  means  over.  Probably  no  one 
ever  did  a  really  big  thing  without  a  great  deal  of  hard  work 


HOW    TO    INTRODUCE    HEROES    OF    HISTORY 


245 


and  worry  and  a  great  many  di.sfouragements.  And  tliis 
voyage  of  Columbus's,  which  was  about  the  biggest  thing  that 
a  man  has  ever  done,  was  beset  with  cUfficulties  from  start  to 
finish. 

Just  as  the  ships  were  well  under  way,  it  was  found  that  the 
Pinta  had  a  broken  rudder.  So  it  was  necessary  to  stop  for 
about  three  weeks  at  the  Canary  Islands  for  repairs. 

But  the  thing  that  m;ulo  this  long  and  dangerous  voyage 
the  hardest  for 
Columbus  was  the 
faint-heart  edness  of 
his  sailors.  Now 
most  of  these  sail 
ors  were  ignorant, 
superstitious  men 
who  had  been 
bribed  to  go  by 
promi>es  of  gold  or 
by  being  offered 
freedom  from 
pri.son.  They  had 
no  idea  of  the 
sound  reasons  on 
which  Columbus 
based   liii.-   plan   of 

sailing  around  tlic  world.  They  thought  lie  was  a  i'ra/\' 
dreamer  who  was  heading  them  on  a  foolhardy  e.\])edili()n 
that  c()uld  end  only  in  all  losing  their  lives. 

As  they  saw  the  last  strip  of  land  ladr  awa\'  on  tlic  horizon 
behind  them,  many  broke  <lo\\n  .•uid  wept  ami  beiiged  ( 'ohim- 
l)Us  to  give  up  his  perilous  voyage  and  letnin  to  Spain.  When 
they  ha<l  been  out  of  sight  of  land  many  days  ami  kmw  that 
there  was  no  hope  of  i-ex-iie  if  fliey  should  get  into  trouble, 
they  became  more  and  more  discontented.  JAcry  unc.xpeeled 
happening  (illed   them   with   tern^r.     At  one  time  they  sailed 


l/ie  CotumOtnn  liiposUion.  Iifii.i. 
Columbus's  Sin  p. 


246  SOCIALIZING    THE    CHILD 

through  great  floating  masses  of  seaweed.  Then  were  the 
sailors  sure  tiiat  dreadful  demons  lurked  here  to  ensnare  them 
and  drag  them  down  into  the  sea  by  entangling  the  ships. 
For  many  days  the  breeze  blew  steadily  from  one  direction  — 
a  breeze  that  bore  the  ships  rapidly  forward.  Then  the  sailors 
instead  of  welcoming  the  favorable  wind  declared,  "It  is  some 
witchcraft  that  controls  the  very  air  on  these  unknowTi  waters 
and  causes  the  winds  to  blow  always  in  the  same  direction. 
We  are  being  carried  farther  away  from  safety  into  no  one 
knows  what  fearful  dangers  and  can  never  turn  bac^k  again." 

Of  course  the  wind  did  change  many  times.  But  the  sailors 
could  always  find  something  to  worry  about,  just  as  the  faint- 
hearted always  can.  Columbus  made  the  most  of  every  en- 
couraging sign.  But  as  a  whole,  month  went  by  and  still  no 
land  was  sighted,  the  discontent  grew  greater  and  threatened 
to  break  out  in  open  rebellion.  For  the  sailors  began  to  gather 
together  and  say  to  each  other:  "He  is  only  a  foreigner  who 
wants  to  be  called  Don.  If  he  will  not  return,  let  us  throw 
him  into  the  sea." 

No  one  knows  how  this  bravest  of  expeditions  might  have 
ended,  had  it  not  been  that  about  this  time  there  began  to  be 
unmistakable  signs  of  land.  Fresh  weeds  and  some  fish  that 
live  about  rocks  were  seen.  Best  of  all  there  were  found  floating 
in  the  water  a  branch  with  red  berries  growing  on  it,  which 
had  been  freshly  broken  from  a  tree,  and  a  stick  that  had  been 
carved  by  hand.  And  now,  everj'^  one  was  eagerly  watching 
the  rim  of  the  sea  ahead,  for  a  silken  jacket  and  nearly  five 
hundred  dollars  in  money  had  been  promised  to  the  one  who 
should  be  the  first  to  see  land. 

On  the  night  of  the  eleventh  of  October,  there  was  great 
excitement  on  board  these  three  little  ships.  No  one  slept, 
for  all  knew  that  they  were  nearing  land.  About  ten  o'clock, 
Columbus  saw  a  moving  light  as  if  some  one  were  carrying  a 
flaming  torch.  He  could  not  tell  whether  the  Ught  were  on 
land  or  in  a  boat  on  sea.     It  could  mean  but  one  thing  —  that 


HOW   TO    INTRODUCE   HEROES    OF   HISTORY  247 

their  long  search  for  land  was  almost  over.  At  two  o'clock  on 
the  morning  of  the  twelfth,  a  gim  was  fired  from  the  Pinta 
and  the  cry  of  "Land,  ho!"  was  raised.  All  crowded  to  the 
forward  decks  to  see  if  it  were  really  true.  Yes,  there  it  was !  a 
long,  low  mound  that  rose  dark  against  the  sky.  What  hours 
of  suspense  those  must  have  been  till  dawn  !  None  knew  what 
wonders  this  little  mound  of  land  might  reveal.  Visions  of 
the  golden  domes  and  minarets  of  some  city  of  the  Indies  rose 
before  the  eyes  of  the  sailors.  They  crowded  around  their 
Admiral,  whom  they  had  wanted  to  throw  overboard  only  a 
few  days  before,  and  called  him  "Don"  and  congratulated  him. 
And  Columbus,  the  poor  weaver's  son,  was  the  happiest  man 
among  them. 

At  daybreak,  they  saw  a  low  island  covered  with  beautiful 
tropical  trees.  Columbus,  dressed  in  a  robe  of  brightest  scarlet 
and  bearing  the  banner  of  Spain,  embarked  with  his  men  in 
small  row  boats  to  take  possession  of  the  new-found  land.  As 
the  l)oats  gnited  on  the  sandy  shore,  the  admiral  and  his  little 
comijany  threw  themselves  upon  the  earth  and  kissed  it. 
Then  Columbus  rose  and  solemnly  took  possession  of  the  little 
island  in  the  name  of  King  Ferdinand  and  Queen  I.sabella, 
naming  it    San   Salvador. 

As  this  little  company  from  over  the  seas  were  gather(Ml 
here  on  the  sliorc,  there  came  from  the  woods  dark-skinned, 
half-naked  men  strangely  decorated  with  paint  and  feathers. 
They  gathered  around  the  strangers  anfl  wondered  at  tlu> 
whiteness  of  their  hands  and  faces,  "^rhey  thought  Columbus 
and  his  men  must  have  come  down  fi;om  heaven  and  that  their 
white  sails  were  great  white  wings. 

Columbus  gave  them  red  caps  and  necklaces  of  glass  beads 
and  all  .sorts  of  pretty  trinkets.  'I'hey  were  delighted  with 
these  gifts  and  went  away  ami  told  others  about  these  kind 
men  who  had  come  down  from  the  skies.  And  when  they  came 
back  they  brf)Ughl  prr-sents  in  return  —  bright-colorerl  parrots, 
ornaments  of  gold,  flowers,  and  fruits. 


248  SOCIALIZING    THE    CHILD 

And  what  was  this  little  island  that  Columbus  had  come  so 
many  miles  to  find?  It  was  one  of  the  many  tiny  coral  islands 
that  stretch  from  Florida  to  the  island  of  Hayti  —  just  which 
one  we  are  not  sure.  Had  Columbus  sailed  straight  across  from 
Spain  he  would  have  landed  somewhere  along  the  coast  of  our 
own  country.  But  he  had  turned  southward  toward  the  end 
of  the  voyage  because  he  had  seen  flocks  of  birds  flying  in  that 
direction  at  sunset. 

But  Columbus  thought  that  his  dream  was  fulfilled  and  that 
he  had  found  a  new  way  to  the  Indies.  To  be  sure  he  was 
disappointed  not  to  have  sailed  into  the  harbor  of  some  rich 
city  of  the  East.  But  he  felt  sure  that  this  land  he  had  found 
was  some  outlj-ing  island  along  the  coast  of  Asia  and  that  not 
far  away  were  China  and  Japan  with  all  the  riches  and  wonders 
of  which  he  had  dreamed  ever  since  he  could  remember. 

EXPLORING    IN   THE   WEST   INDIES 

As  soon  as  Columbus  had  taken  possession  of  the  new-found 
land,  he  set  out  with  his  men  in  the  ships'  boats  to  cruise  along 
the  coast  and  discover,  if  he  could,  what  kind  of  land  this  was 
that  seemed  so  fair  and  yet  had  never  seen  civilized  men  before. 

The  natives  he  called  Indians,  for  he  thought  he  had  reached 
"the  Indies."  He  learned  to  talk  by  means  of  signs  with  these 
men  whose  language  was  so  unlike  any  he  had  heard,  and  of  all 
whom  he  met  he  asked  the  same  question  :  "  Where  can  we  find 
gold?"  They  answered  by  telling  him  of  a  large  island  which 
they  called  Cuba  —  the  very  same  island  that  we  know  by  that 
name  to-day.  At  this  news,  Columbus  was  greatly  rejoiced 
for  he  was  sure  that  this  island  was  Japan. 

And  so  he  began  to  cruise  in  and  out  among  the  tiny  islands 
which  one  could  see  from  San  Salvador.  And  on  every  one  he 
found  the  same  beautiful  trees  and  flowers  and  birds,  the  same 
naked,  dark-skinned  men,  and  the  same  scarcity  of  gold  and 
precious  stones. 


HOW    TO    INTRODUCE    HEROES    OF   HISTORY  249 

The  friendship  of  the  Indians  could  always  be  won  by  gifts 
of  pretty  trinkets.  In  exchange  they  would  give  Columbus 
food,  fresh  water  from  the  coolest  springs,  and  gold  and  silver 
ornaments.  One  day  as  the  voj'agers  were  approaching  a  new 
island,  an  Indian  padtUed  out  in  a  canoe  and  wanted  to  be 
taken  aboard.  But  when  he  came  near  the  ship  he  was  fright- 
ened and  .started  to  turn  back.  Then  two  of  the  sailors  jumped 
overboard  and  captured  him  and  brought  him  to  their  Admiral. 
The  poor  Indian  was  trembling  ^^^th  fear,  and  he  held  out  as 
an  offering  a  ball  of  bright-colored  cotton  yarn.  Columbus 
greeted  him  kindly,  put  a  red  cap  on  his  head,  strings  of  green 
beads  around  his  arms,  and  hung  little  bells  on  his  ears.  Then 
he  gave  back  tiie  ball  of  yarn  and  sent  him  on  his  way. 

Another  day  the  ships  overtook  an  huHan  who  had  patldled 
far  out  from  land  and  seemed  to  be  too  exhausted  to  paddle 
farther.  Columbus  had  his  men  take  him  on  board,  canoe 
and  all,  and  give  him  bread,  honey,  and  wine.  When  night 
came  they  drew  near  an  island.  So  they  put  the  grateful 
Indian  in  his  canoe  and  sent  him  ashore.  During  the  night 
the  natives  came  out  to  the  sliij)s  bringing  fresli  spring  water, 
fruits,  and  roots  that  wer(»  gcxjd  to  eat,  for  the  grateful  Indian 
had  sj)read  the  news  of  the  kindness  of  the  white  men. 

On  one  of  tli<'ii-  rxpior.ilions,  the  sailors  saw  the  Indians 
cooking  a  queci'  kiml  of  root.  This  root  was  nothing  le.ss  than 
the  potato,  and  this  was  the  fir>t  time  that  a  white  man  saw 
it.  They  also  .saw  Indians  rolling  up  <liy  leaves  into  a  roll, 
then  lighting  one  end  of  this  roll,  and  sucking  the  snujke  into 
their  incjutlis.  These  rolls  the  Indians  calle(l  folxircon.  And 
they  saw  fields  planted  with  corn  and  otliei-  fields  planted  with 
c(»tton.  Little  did  they  dream,  however,  that  these  products 
of  \\i\>  new  land  were  to  Im'  worth  more  to  lOurope  than  all  the 
spices  of  the  Ea.st  for  wliich  they  were  looking. 

When  the  ships  came  to  the  shores  of  Cuba,  Columl)Us  said, 
"This  must  be  the  mainlaii<l  of  Asia;  we  are  now  without 
doubt    approaching    the    icalni.-    ol    the    I'lmperor   of    ("hina." 


250  SOCIALIZING   THE   CHILD 

So  he  sent  a  messenger  to  seek  out  the  great  Emperor  and  give 
him  a  letter.  But  Louis,  th(>  messenger,  came  back  after  sev- 
eral days  having  found  no  city,  no  palaces,  no  gold  —  only 
villages  of  nak(Hl  savages. 

And  so  the  ships  journeyed  on  from  island  to  island,  getting 
a  little  gold  here  and  there  and  sometimes  pearls  and  silver 
and  all  sorts  of  beautiful  bird  feathers  and  pretty  trinkets. 

One  day  they  came  to  the  island  of  Hayti,  and  here  a 
serious  mishap  occurred.  For  the  Santa  Maria  struck  a  hid- 
den reef  of  coral  and  was  wrecked.  Columbus  must  have  been 
almost  in  despair  when  he  saw  the  waves  breaking  over  the 
Uttle  ship  and  reahzed  that  she  had  made  her  last  voyage. 
What  would  all  this  long  voyage  across  the  sea  profit  if  he  could 
not  get  back  in  safety  to  Spain  and  bring  word  to  the  King  and 
Queen  of  his  discovery !  But  his  resourcefulness  did  not  fail 
him  in  this  emergency.  He  decided  to  build  a  fort  on  the  island 
from  the  wreckage  of  the  Santa  Maria  and  leave  part  of  the 
crew,  while  he  went  on  to  Spain  with  the  rest  to  get  more  money 
and  more  ships  and  come  back  again. 

And  this  is  how  the  first  European  fort  came  to  be  built  in 
this  new  world.  Over  this  little  fort  the  flag  of  Spain  was 
raised,  and  it  floated  as  proudly  as  if  it  knew  that  this  was  the 
beginning  of  vast  dominions  for  the  King  and  Queen  across 
the  sea. 

COLUMBUS    RETURNS   TO   SPAIN 

On  the  fourth  of  January,  1493,  the  two  little  ships  that  now 
made  up  the  Admiral's  fleet  began  the  return  voyage  back 
across  the  many  miles  they  had  come.  It  is  lucky  that  the 
voyagers  had  better  courage  now  than  when  they  started  forth, 
for  this  voyage  was  to  be  a  stormy  and  seasick  one. 

The  ships  were  not  nearly  so  seaworthy  as  when  they  had  left 
Palos  the  August  before.  Both  were  so  leaky  that  the  sailors 
had  hard  work  to  keep  down  the  water.     And  as  if  they  had 


HOW   TO    INTRODUCE    HEROES    OF    HISTORY  251 

not  troubles  a  plenty,  on  the  twelfth  of  February  there  came 
up  a  great  storm  that  lasted  for  days.  The  two  ships  became 
separated,  and  the  Nina,  the  smallest  ship  of  the  fleet,  now  strug- 
gled along  by  itself.  Waves  mountain  high  threatened  to 
engulf  the  frail  craft  at  any  moment  and  to  carry  ^vith  it  to 
the  bottom  of  the  sea  the  wonderful  piece  of  news  that  Colum- 
bus was  bringing  to  Europe. 

But  Columbus  was  determined  that  even  though  all  on  board 
should  be  lost,  the  news  of  his  discover}'  should  be  saved  if 
possible.  So  he  wrote  out  a  full  account  of  the  long  voyage 
and  the  islands  and  the  people  he  had  found,  sealed  it,  and 
addressed  it  to  the  King  and  Queen  of  Spain,  promising  a  re- 
ward of  one  thousand  ducats  to  him  who  would  deliver  it. 
■"i'heii  he  wrapped  the  letter  in  waxed  cloth  and  put  it  in  an 
empty  barrel,  which  lie  caused  to  be  headed  and  thrown  into 
the  sea.  T*)Ul  lest  this  barrel  never  reach  land,  he  prepared 
another  copy  in  the  same  way  and  placed  it  in  an  empty  cask 
on  the  higii  poop  of  his  deck,  hof)ing  that  if  the  vessel  sank  the 
cask  might  float  off  and  ])e  picked  u]). 

But  as  if  by  a  miracle  the  little  ship  wc^athercd  tlu'  gale  and 
came  a  few  days  later  to  the  Azores.  Pc()])l('  gathered  on  the 
shore  in  crowds  to  see  the  liltic  Nina  that  h.id  come  safely 
through  the  storm,  for  many  strong  vessels  iiad  Ix-cii  wrecked. 

Tolumbus  wrote  a  letter  to  the  King  of  Portugal  asking  for 
fxTtnission  to  enter  the  port  of  Lisbon,  and  a  letter  to  th(> 
King  and  (^ueen  of  Spain  teUing  flic  news  of  his  fiiscovery,  and 
sent  them  by  couriers. 

'I'his  time,  the  Cenoesc  ruatiiicr  was  given  a  very  dilTcrcul 
reception  from  the  one  he  had  received  years  before  when,  pcior 
and  unknown,  he  had  c(»ine  tot  lie  great  King  tor  help.  I  le  was 
invited  to  come  to  the  royal  palace  at  \'alparais(>,  where  lie  was 
received  with  every  honor  as  if  he  wcvc  a  royal  personage. 

Oti  the  thirteenth  of  March  Columbus  saile(I  for  Spain,  and 
two  day--  later  he  entered  the  harbor  of  I'alos  out  of  which  he 
had   sailed   fnore   tlian   .seven    niontlis   before.     J  low   glad   the 


252  SOCIALIZING   THE    CHILD 

people  were  to  see  him.  They  came  down  to  the  shore  in  a 
great  procession.  The  bells  rang  and  the  cannons  boomed. 
They  listened  open-mouthed  to  the  tales  the  sailors  had  to 
tell,  and  every  one  pointed  out  Columbus  and  cheered  him  as 
he  passed  in  the  streets. 

The  court  of  Ferdinand  and  Isabella  was  then  at  Barcelona, 
and  thither  Columbus  set  out.  Rut  he  was  obligcnl  to  travel 
very  slowly,  for  crowds  gathered  all  along  the  way  to  see  the 
Indians  and  to  question  Columbus  about  his  voyage. 

It  was  a  fine  day  in  April  when  he  came  to  the  court  at  Bar- 
celona. The  King  and  Queen  had  arranged  a  splendid  recep- 
tion for  him.  Courtiers  went  out  to  meet  him,  and  there  was 
a  great  procession  through  the  city,  while  immense  crowds 
filled  the  streets  and  even  gathered  on  the  housetops,  so  eager 
were  they  to  see.  And  a  great  spectacle  it  was !  There  were 
Indians,  smeared  with  paint,  decorated  with  feathers  of  tropical 
birds,  and  with  golden  ornaments.  There  were  parrots  and 
other  bright-colored  birds  in  cages.  And  there  were  all  kinds  of 
trinkets  and  curios  such  as  had  never  been  seen  in  Europe 
before. 

Ferdinand  and  Isabella  received  C'olumbus  under  a  canopy 
of  gold  brocade,  and  as  a  mark  of  special  honor  they  permitted 
him  to  remain  seated  while  he  told  them  the  story  of  his  long 
voyage  and  his  discoveries.  It  was  the  proudest  and  happiest 
moment  of  the  poor  Genoese  explorer's  life.  All  the  years  of 
waiting  and  planning  and  persevering  had  not  been  in  vain. 


Chapter  VIII 

THE    CELEBRATION    OF    HOLIDAYS 

The  Value  of  Holiday  Celebrations  Summarized. 

1.  They  make  the  children  famihar  with  some  of  the 
best  traditions  of  the  past. 

2.  They  help  the  children  to  secure  concrete  imagery 
and  enable  them  to  take  the  first  steps  toward  a  reverent 
appreciation  of  the  past. 

3.  The  contrasts  and  comparisons  made  between  various 
ways  of  celebrating  holidays  serve  to  deepen  the  children's 
appreciation  of  historical  changes  that  mark  progress. 

4.  They  help  to  develop  the  children's  appreciation 
of  the  location  of  historic  events  in  time  and  in  place. 

o.  They  increase  the  children's  admiration  for  heroes 
and  awaken  still  further  curiosity  concerning  local, 
state,  and  national  achievements. 

f).  They  stimulate  wholesome  feeling  and  give  the  chil- 
dren an  opportunity  to  ('xpress  emotion  bo;iutif',ilI>'  in 
march  and  dance  and  song. 

7.  Tlu'N'  devcilop  (i(lr<ju(ii('  niotirc.s  for  patient,  careful 
work  and  stimulate  the  children's  initiative,  resource- 
fulness, and  perseverance. 

8.  They  help  to  giv<'  standards  by  which  the  children 
may  estimate  the  artistic  merits  of  other  celcbial  ions. 

The  discussion  of  the  celebration  of  holidays  has  been 
reserved   for   the  last  chapter.     TIk;  author  hopes  that 

25:i 


Copi/rluhl  by  Underwood  &  Underwood. 
May  Day  in  Central  Park,  New  York. 
The  herald,  the  king  and  queen,  and  the  loyal  subjects. 

[254] 


THE    CELEBRATION    OF   HOLIDAYS  255 

by  summarizing  the  \'alues  arising  from  such  celebra- 
tions at  the  close  of  the  book  the  primary  teacher  may 
see  more  clearly  the  desired  goal  toward  which  much  of 
the  work  in  grades  one,  two,  and  three  has  been  tending. 

In  the  first  grade,  for  instance,  such  holidays  as  Thanks- 
giving Day  or  St.  Valentine's  Day  furnish  the  motive 
for  many  of  the  problems  set  for  construction  work.  The 
interest  of  the  children  is  intensified  because  the  articles 
made  are  either  used  in  decorating  so  as  to  help  make 
the  festive  atmosphere,  or  are  given  as  a  present  to  one 
greatly  beloved,  or  to  an  unfortunate  person  who  is  ill, 
or  to  a  poor  person  who  can  not  provide  himself  with 
the  article.  (The  fact  that  Thanksgiving,  or  Christmas, 
or  St.  Valentine's  Day  is  coming  affords  the  children  a 
most  natural  opportunity  to  serve  others  in  their  com- 
munity, and  thus  experience  the  pleasure  of  giving     ^ 

In  the  second  grade  by  trying  to  enter  into  the  experi- 
ences of  primitive  man,  the  children  see  still  more  clearly 
than  before  how  many  things  they  have  for  which  they 
ought  to  be  grateful.  Th(;  contrast  between  the  life 
of  the  tree-dweller  and  their  own  sheltered  lives  deepens 
their  appreciation  of  the  comforts  of  their  own  lives. 
They  are  naturally  anxious  to  tell  or  to  act  out  the  con- 
trast between  primitive  days  and  our  own,  as  they  con- 
ceive them,  and  will  eagerly  give  an  inventory  of  what 
the  tree-dweller  had  for  which  he  was  thankful. 

The  celebration  of  holidays  is  pioniincnt  in  each  section 
of  the  work  map[)e(i  out  for  the  third  grade.  In  study- 
ing HoIImihI  from  a  child's  point  of  view  the  children 
learn  how  the  feast  of  St.  Nicholas  is  celebrated;  in 
studying  cliihl  life  in  Japan,  the  \ew  Year's  festival  is 
described  in  det;iil  :    in  studying  child   life  in  (Jermany, 


256  SOCIALIZING   THE    CHILD 

the  German  way  of  celebrating  Christinas  is  made  promi- 
nent ;  in  studjdng  child  life  in  France,  the  children  are 
continually  learning  about  beautiful  ways  of  celebrating 
holidays. 

In  each  grade  after  the  first  there  is  an  opportunity  to 
compare  or  contrast  two  or  more  ways  of  celebrating  the 
same  holiday.  Such  comparisons  and  contrasts  help 
to  develop  the  children's  conception  of  "historic  changes" 
which  mark  progress,  and  their  ability  to  locate  the 
historic  celebrations  in  time  and  place. 

An  eminently  wise  recommendation  of  the  Com- 
mittee of  Eight  is  that  in  the  lower  grades  more  atten- 
tion be  given  to  the  celebration  of  holidays.  Some  of 
these,  such  as  Columbus  Day,  Thanksgiving,  Christmas, 
New  Year's  Day,  Washington's  Birthday,  Memorial 
Day,  and  Flag  Day  occur  within  the  school  year.  In 
some  of  our  Southern  states  the  birthday  of  Robert  E. 
Lee  is  a  legal  holiday.  In  primary  grades  St.  Valen- 
tine's Day  is  often  celebrated.  Founder's  Day  or  days 
commemorating  the  achievements  of  some  local  patriot 
are  other  occasions  for  celel)rations.  Many  Northern 
states  make  the  birthday  of  Lincoln  a  legal  holiday. 

Of  course  no  school  could  undertake  to  celebrate  all 
of  these  days  in  a  single  year  nor  are  they  of  equal  im- 
portance. Some  offer  less  difficultly  than  others  to  those 
who  are  planning  the  work.  In  common  practice  Christ- 
mas seems  to  receive  the  most  emphasis.  For  little 
children  Thanksgiving  and  Washington's  Birthday  present 
the  greatest  obstacles  but  these  are  the  two  especially 
recommended  by  the  Committee  of  Eight.  Both  are 
national  holidays  and  commemorate  ideas  that  can  be 
impressively    conveyed    by    a    suitable    celebration.     A 


THE    CELEBRATION    OF    HOLIDAYS  257 

superficial  or  mechanical  celebration  has  little  value. 
In  order  to  make  a  holiday  significant  to  a  child,  the 
music,  the  marches,  the  processions,  the  scenery,  and  the 
costumes,  must  be  arranged  so  as  to  produce  the  appro- 
priate setting  and  atmosphere.  Such  work  when  well 
done  consumes  much  time  and  requires  skillful  planning, 
as  well  as  enthusiastic,  persistent,  painstaking  effort. 
Consequently,  only  a  few  celebrations  can  be  carried 
out  in  a  given  class,  and  in  schools  containing  all  the  ele- 
mentary grades  it  would  be  wise  to  so  arrange  the  cele- 
brations that  each  class  could  participate  alternately 
as  guests  and  as  hosts. 

Thanksgi\'ing  can  be  celebrated  in  any  school.  Its 
educational  possibilities  are  a  sufficient  reason  for  urg- 
ing its  celebration  in  all  grades.     The  custom   ^ 

.  .  .      Oppor 

•of  returning  thanks  for  blessings  bestowed  is  tunities  for 
very  old.  The  form  in  which  the  gratitude  is  ex-  Compari- 
pressed  has  differed  from  ago  to  age  and  is  not  ^°"^  ^"^ 
identical  among  any  two  peoples  of  the  same 
age.  For  instance,  in  the  seventeenth  century  the  Dutch 
form  of  colobrating  Thanksgiving. differed  from  the  Eng- 
li.sh,  and  the  latter  differed  from  the  celebration  of  Eg- 
bert's day.  Tlic  Roman  Cerelia  was  by  no  means  iden- 
tical with  the  feast  given  in  honor  of  Demeter.  Nor  was 
the  Jewish  feast  of  the  "Ingathering"  or  Feast  of  Taber- 
nacles with  its  l)ooths,  processionals,  and  solemn  forms 
of  rejoicing  sinnl.tr  to  tlie  eliissic  festivals  of  either  the 
(Ireeks  or  the  Honians.  However,  tlie  custom  of  rejoic- 
ing over  tlie  liarvest  runs  through  .ill  the  earlier  cele- 
brations. To  retnrn  tlmnks  for  the  harvest  was  a  uni- 
versal custom.  In  those  days  famine  was  dreaded. 
To  secure  sufficient  food  for  man  and  beast  was  a  difficult 


258  SOCIALIZING    THE    CHILD 

problem.  In  our  day  modern  methods  of  storing  and 
preserving  food,  modern  methods  of  transportation  and 
of  production  and  of  harvesting  have  lessened  the  possi- 
bility of  famines,  and  greatly  increased  our  reasons  for 
gratitude. 

The  teacher  who  will  trace  the  history  of  Thanksgiving 
back  to  its  origin  among  the  C'anaanites  and  follow  its 
development  down  through  the  ages  will  be 
torv  of  repaid  by  gaining  a  deeper  meaning  of  the  signifi- 
Thanks-  cance  and  spirit  that  characterize  a  fitting 
giving  celebration  of  this  holiday.     She  will  learn  that 

^.^^""  the  celebration  is  by  no  means  pecuhar  to 
tions.  .  ''  ^ 

America,  and  she  may  be  led  to  see  that  repro- 
ducing the  Pilgrim's  pelebration  is  not  always  the  most 
educative  form  of  celebration  for  the  children  of  the 
primary  grades.  Only  since  1865  has  the  day  been  an. 
annual  national  holiday  in  our  countryY^  It  is  the  only 
religious  festival  celebrated  in  the  United  ^^tes  by  virtue 
of  the  authority  of  the  civil  government.^ When  the 
thanksgiving  proclamation  of  the  President  oi  the  United 
States  has  been  issued,,  the  governor  of  each  state  issues 
a  proclamation  naming  the  same  day  as  a  holiday  on 
which  the  people  are  to  return  thanks  for  the  favors  and 
blessings  of  the  year.  In  New  England  it  is  considered 
the  chief  holiday  for  family  reunions. 

In  the  book  of  Judges,  the  teacher  inay  read:  "And 
they  went  out  into  the  fields,  and  gathered  their  vine- 
yards, and  trode  the  grapes,  and  held  festival,  and  went 
Hebrew  ^^^^^  ^^®  house  of  their  god,  and  did  eat  and 
Ceiebra-  drink."  Thanksgiving  among  the  Hebrews  was 
tions.  2in  act  of  worship  to  Jehovah.     It  was  called  the 

"  Feast  of  the  Tabernacles  "  because  during  the  festival 


THE    CELEBRATION    OF   HOLIDAYS  259 

every  one  lived  in  booths  or  tents  in  memory  of  the  years 
when  the  nation  had  no  settled  home. 

In  Deuteronomy  are  found  the  following  directions 
transmitted  by  Moses:  "Thou  shalt  keep  the  feast  of 
tabernacles  seven  days,  after  that  thou  hast  gathered 
in  from  thy  threshing  floor  and  from  thy  wine  press ;  and 
thou  shalt  rejoice  in  thy  feast,  thou,  and  thy  son,  and 
thy  daughter,  and  thy  man-servant,  and  thy  maid-serv- 
ant, and  the  Levite,  and  the  stranger,  and  the  father- 
less, and  the  widow,  that  are  within  thy  gates.  Seven 
days  shalt  thou  keep  a  feast  unto  the  Lord  thy  God : 
.  .  .  because  the  Lord  thy  God  shall  bless  thee  in  all 
thine  increase,  and  in  all  the  work  of  thine  hands,  and 
thou  shalt  be  altogether  joyful." 

In  Leviticus  the  command  reads,  "When  ye  have 
gathered  in  the  fruit  of  the  land,  ye  shall  keep  a  feast 
unto  the  Lc^rd  .  .  .  and  ye  shall  rejoice  before  the  Lord 
your  God  seven  days." 

In  the  book  of  Nehemiah  the  Lord  commanded,  "Go 
forth  unto  the  mount,  and  fetch  ()liv(;  branches  and 
branches  of  wild  olive,  and  myrtle  branches,  and  j)alm 
branches  and  branches  of  thick  trees,  to  make  booths. 
.  .  .  So  the  people  went  forth  and  l)rought  them,  and 
made  themselves  booths,  every  one  upon  tlic  roof  of  his 
housf!,  nrid  in  tlu'ir  courts,  and  in  tlic  courts  of  the  house 
of  God,  and  in  the  Ijroad  j)la('(^  of  the  water  gate  .  .  . 
and  there  was  very  great  ghidness." 

It  is  (|uite  evident  that  the  'rhani\sgiving  ccjlc^bration 
was  the  principal  festival  of  the  .h'wish  year.  All  of 
their  feasts  occurred  after  the  liarv^est,  when  their  ma- 
terial blessings  were  not  only  abundant  but  obvious. 
The  people  had  both  the  disposition  and  the  IcMsure  to 


260  SOCIALIZING    THE    CHILD 

express  their  gratitude  in  suitable  form,  for  their  labor 
of  crop  gathering  was  over. 

Plutarch  tells  us  the  Jews  spread  tables  laden  with 
fruit  and  lived  during  the  festival  in  tabernacles  made  of 
palm  and  ivy  and  that  a  few  days  later  they  kept  another 
festival.  In  this  they  carried  boughs  of  palms  in  their 
hands  and  went  into  the  temple  with  them.  The  Le- 
vites  went  before  with  instruments  of  music.  (For  a 
modern  account  of  the  Jewish  Feast  of  Tabernacles  see 
"Jewish  Encyclopaedia,"  pp.  656-662,  vol.  XI.) 

The  purpose  and  historic  value  of  Thanksgiving  cele- 
brations is  well  expressed  in  Scribner^s  Magazine  for  Decem- 
ber, 1914,  in  a  poem  entitled  "A  Feast  of  Tabernacles" 
written  by  John  Finley,  Commissioner  of  Education  of  the 
State  of  New  York.  A  portion  of  the  poem  is  quoted 
below  with  his  permission  in  the  hope  that  it  may  prove 
both  stimulating  and  suggestive  to  teachers. 

A   FEAST   OF   TABERNACLES 

(By  John  Finley  in  Scribner's,  December,  1914) 

This  shall  ye  do ;  seven  days  each  year 
Ye  shall  forsake  what  ye  hold  dear ; 
From  fields  of  tamed  fruits  and  flowers, 
From  love-lit  homes  and  sky-built  towers, 
From  palaces  and  tenements 
Ye  shall  go  forth  and  dwell  in  tents. 
In  tents  and  booths  of  bough-made  roofs. 
Where  ye  may  hear  the  flying  hoofs 
Of  beasts  long  gone,  the  cries  of  those 
Who  were  your  father's  forest  foes, 
Or  see  their  shadows  rising  fast 
Along  the  edges  of  the  past ;  — 


THE    CELEBRATION    OF    HOLIDAYS  261 

All  this  that  ye  may  keep  in  mind 

The  nomad  way  by  which  mankind 

Has  come  from  his  captivity, 

Walking  dry-shod  the  earth-wide  sea, 

Hiding  the  air,  consulting  stars. 

Driving  great  caravans  of  cars, 

Building  the  furnace,  the  bridge,  and  spire 

(Jf  earth-control  and  heav'n  desire. 

Rising  in  journey  from  the  clod 

Into  the  glory  of  a  god. 

This  shall  ye  do,  O  men  of  earth. 

That  ye  may  know  the  crowned  worth 

Of  what  ye  are  —  and  hope  renew, 

Seeing  the  road  from  tlawn  to  you. 

In  ( Ireece  the  feast  of  Demeter  occurred  in  November 
and  lasted  nine  days.  Only  jnarried  women  celebrated 
this  feast.  Two  dignified  matrons  were  selected  ^gig. 
t(j  perform  certain  sacred  functions  in  the  name  brations 
of  the  others.  They  also  arranged  the  sacred  ^°  Greece, 
meal  which  corresponds  in  a  measure  to  oui'  I'hanksgiving 
dinner.  On  the  first  festival  day  the  women  of  Athens 
went  in  a  great  i)roce.ssioii  amid  mirth  and  rejoicing  to 
the  tem|)Ie  of  Demeter  on  the  j)romontory  of  ( 'olias 
where  they  ceh'brated  Thanksgiving.  On  tiic  third  day 
they  fasted.  Then  followed  a  celebration  in  Athens  for 
three  days.  On  the  first  of  these,  or  llic  fouitli  festal 
day,  sacrifices  were  olfeied  to  Demeter.  Honey,  oil, 
milk,  and  native  fruits  were  |)laced  upon  her  altar.  On 
the  fifth  day  there  w;is  a  procession  of  t(»irli-l)eai'ers 
who  marched  from  .\tlieii>  tu  lOleusis.  On  the  sixtli, 
thousands  of  peo|)le.  di'essed  in  festal  robes,  decked  with 
garlands,   and   carrying  torches,   chanted   the   praises  of 


262  SOCIALIZING    THE    CHILD 

Demeter.  The  last  three  days  were  spent  in  sports, 
sacrifices,  and  feasting.  The  symbols  of  the  goddess 
were  poppies,  ears  of  corn,  and  a  basket  of  fruit. 

The  Romans  worshipped  Ceres  as  a  harvest  deity. 
The  festival  was  called  Cerelia  and  occurred  on  October 
Celebra-  ^th.  A  fast  among  the  connnon  people  was 
tions  in  the  first  feature  of  the  celebration.  Then  an 
Rome.  animal  and  the  first  cuttings  of  the  harvest  were 

offered  to  Ceres.  There  were  processions  in  the  fields 
and  rustic  sports  and  music.  The  ceremonies  ended 
with  a  feast  of  Tlianksgiving. 

In  England  we  can  trace  the  feast  celebrated  under 
the  name  of  "  Harvest  Home  "  back  to  Egbert's  day.  In  a 
Ceie-  ^^^^  places  the  old  method  of  celebrating  the  day 

brations  in  still  survives.  It  took  place  at  the  close  of  the 
England.  reaping  season,  not  the  "Ingathering."  Much 
ceremony  was  attached  to  escorting  the  last  load  to  the 
barn  or  to  cutting  the  last  sheaf.  Neighbors  vied  with 
each  other  in  getting  the  harvest  home  as  early  as  pos- 
sible. In  Scotland  the  last  sheaf  gathered  was  called  the 
"Kern."  As  soon  as  it  was  bound  and  set  on  end  the 
reapers  announced,  we  have  "got  the  Kern."  Then 
an  image  dressed  in  a  white  frock  and  colored  ribbons, 
crowned  with  heads  of  wheat,  was  hoisted  on  a  pole. 
This  was  called  the  "kern  baby"  or  "harvest  queen." 
They  followed  this  in  a  procession  to  the  barn  where  they 
sang  and  danced  and  partook  of  a  harvest  supper. 

Sometimes  the  last  sheaf,  instead  of  being  carried  on 
a  pole,  was  placed  in  a  wagon  called  the  "hock-cart," 
Musicians  preceded  the  cart.  The  reapers,  both  men 
and  women,  tripped  after,  hand  in  hand,  singing  and 
shouting.     One  of  the  old  songs  has  come  down  to  us : 


THE    CELEBRATION    OF   HOLIDAYS  263 

"Harvest  home  !  harvest  home  ! 
We've  ploughed,  we've  sowed, 
We've  reaped,  we've  mowed, 
We've  brought  home  ever}-  load. 
Hip,  hip,  hip,  harvest  home!" 

In  more  modern  times  it  became  customary  to  have 
a  general  harvest  festival  for  a  whole  parish.  (See 
(ieorge  Eliot's  "Adam  Bede,"  Chapter  53,  for  a  descrip- 
tion of  a  Harvest  Home  supper.)  All  the  farmers  con- 
tributed to  the  supper.  All  the  laborers  attended.  The 
festival  commenced  with  a  special  service  in  the  parish 
church  which  was  suitably  decorated  for  the  occasion 
with  fruit  and  flowers.  The  religious  service  was  fol- 
lowed by  a  dinner  in  a  tent  or  a  large  building,  after 
which  there  were  harvest  sports. 

In  addition  to  the  annual  celebration  of  Harvest  Home, 
special  days  of  thanksgiving  were  often  proclaimed  (Ui 
exceptional  occasions  such  as  on  the  recovery  of  a  monarch 
from  a  serious  illness,  or  the  discovery  of  the  gunpowder 
plot,  or  the  defeat  of  the  Spanish  Armada. 

The  Dutch  celebrated  Thanksgiving  on  October  3d  of 
each  year  in  memory  of  their  deliverance  from  the  Span- 
iards.    It  was  kept   as  both  a   religious  and  a  celebra- 
social  holiday.     The  Pilgrims  observed  the  cele-  tions  in 
bration  of  this  day   in    Holland  each  year  for  Holland, 
ten   years  before  they   came   to   America.     Through   the 
Pilgrims    the    custom    of    celebrating   Thanksgiving    was 
introduced  as  a  "  Harvest  Home"  in  New  lOngland. 

The  celebration  should  grow  out  of  the  daily  work 
in  which  the  children  are  engaged.  Tliis  means  that 
the  teacher  must  decide  early  in  the  year  the  general 


264  SOCIALIZING    THE    CHILD 

character  of  the  celebration  to  be  given  by  the  children  of 
a  particular  grade.  A  feeling  of  genuine  gratitude  for 
Prepara-  certain  definite  blessings  or  privileges  is  the 
tion  for  the  Q\^[Qf  object  to  be  striven  for.  Then  out  of  the 
eivin  niany  possible  forms  of  expressing  that  feeling 

Ceiebra-  in  a  suitable  way  the  pupils  working  together 
tion.  suggest  what  should  be  done  and  how  it  should 

be  done.  The  children  in  the  three  primary  grades  should 
not  be  expected  to  write  plays.  Their  method  of  dramatic 
work  is  very  difTerent  from  that  used  by  adults.  Primary 
children  of  the  same  age  vary  greatly  as  to  their  dramatic 
ability.  The  work  of  harvesting,  or  of  making  pumpkin 
pies  can  be  acted  out  by  them.  Pantomime  with  or 
without  music,  or  pantomime  with  some  dialogue,  is  a 
suitable  form  of  expression  for  the  first  grade. 

No  one  form  of  representation  should  be  insisted  upon 
in  the  primary  grades.  Nor  should  well-developed 
pantomime  be  expected.  All  of  their  representation  will 
be  crude.  The  chief  aim  is  to  have  freedom  in  action 
and  vivid  portrayal.  If  the  children  are  imaginative 
and  free  in  bodily  expression  the  pantomime  will  possess 
charm.  Poor  enunciation  and  weak  tones,  so  common 
with  children  Jn  the  first  grade,  often  mar  the  attempt 
at  dialogue.  Probably  the  most  satisfactory  expression 
for  the  Thanksgiving  celebration  of  primary  grades  will 
/  be  secured  by  combining  speech,  pantomime,  march, 
dance,  poem,  and  song. 

As  a  rule,  pantomime  needs  to  be  accompanied  by 
music  to  hold  the  parts  together  if  the  scenes  to  be  repre- 
sented are  long  or  require  elaborate  gesture  to  tell  the 
complete  story.  Short  pantomimes,  where  the  action 
is  simple,  need  no  music.     The  children  have  had  prac- 


THE    CELEBRATION    OF   HOLIDAYS  265 

tiee  in  impromptu  pantomime  and  gesture  in  the  class- 
room. They  can  represent  people  at  work,  for  instance, 
or  at  play.  Primary  children  can  act  out  husking  corn, 
gathering  nuts,  picking  apples,  bringing  home  the  grain, 
setting  the  Thanksgiving  table,  giving  a  party,  going 
to  grandmother's  to  dinner,  and  a  host  of  other  industrial 
and  play  activities  connected  with  the  celebration. 

How  to  lead  children  to  put  their  natural  expression 
into  a  form  that  the  listeners  can  understand  most  readily 
is  a  difficult  problem  to  solve.  The  teacher  must  dis- 
cern the  merit  in  the  various  fragmentary  suggestions 
of  the  children,  select  the  most  desirable  spontaneous 
expressions,  and  bind  all  into  a  related  whole.  Skillful 
guidance  and  a  definite  aim  will  be  necessary  at  each 
stage.  The  little  children  have  not  the  experience  neces- 
sary to  enable  them  to  imagine  the  final  result.  No 
matter  how  clever,  imaginative,  or  dramatic  a  group  of 
children  may  be,  nmch  suggestion,  stinuilus,  and  direction 
on  the  part  of  the  teacher  will  be  necessary  to  produce  a 
worthy  and  fitting  appeal  to  the  audience. 

Even  when  ;i  teacher  realizes  that  a  particular  idea  is 
wholly  within  the  range  of  childish  emotion,  and  that 
a  child  ought  to  he  abU;  to  express  it  in  a  fairly  adequate 
way,  it  will  often  be  necessary  to  (|uestion  and  present 
the  situation  in  such  a  way  that  the  child  may  realize 
what  it  demands  in  action.  She  should  not  dictate  in 
words  what  he  should  eitluir  say  or  do.  Nor  should 
she  act  it  out  for  him  to  imitate.  She  nnist  keep  con- 
stantly before  the  childs  mind  that  his  action  must  tell 
the  story  to  the  peixin  who  does  not,  know  it. 

As  far  as  possil>le,  (lach  child  should  have  a  part  in  the 
final  performance.     Of  (course  the  children  best  adapted 


260  SOCIALIZING   THE    CHILD 

to  the  parts  can  render  them  best,  but  in  the  marches, 
and  in  arranging  tlie  decoration  of  the  room ;  in  the 
making  of  scenery  or  the  arrangement  of  it,  or  in  dressing 
special  characters  for  a  part,  a  definite  assignment  can 
be  given  to  even  the  least  gifted  pupil  in  the  class.  An 
individual  assignment  helps  to  make  each  child  feel 
that  he  is  indispensable  to  the  success  of  the  whole. 

Certain  details  which  seem  obvious  to  an  experienced 
adult  the ,  teacher  will  need  to  emphasize  constantly 
with  the  primary  children  w^ho  have  not  yet  learned  that 
a  person  speaking  to  an  audience  must  face  the  audience, 
or  that  the  attention  of  the  audience  must  be  prepared 
for  a  situation,  or  that  the  entrance  of  an  important 
person  must  be  emphasized,  or  that  sufficient  time  must 
be  given  for  an  action,  or  that  groupings  should  show 
balance. 

The  celebration  may  assume  many  different  forms. 
If  the  rejoicing  over  the  harvest  is  to  be  the  keynote  of 
the  celebration,  many  suggestions  can  be  gained  from 
the  old  Hebrew,  Greek,  Roman,  and  old  English  cele- 
brations. If  it  seems  preferable  to  emphasize  the  close 
of  the  summer  season  and  the  approach  of  winter,  the 
description  of  autumn  by  the  poets  will  prove  suggestive. 

If  the  chief  aim  is  to  conmiemorate  the  first  Thanks- 
giving on  the  bleak  New  England  coast,  much  material 
can  be  found  in  prose  and  verse  describing  that  event. 
If  the  keynote  of  the  celebration  is  to  show  the  national 
rejoicing  in  America  over  certain  features  of  our  civiliza- 
tion, such  as  spiritual  blessings,  political  blessings,  the 
bountiful  gifts  of  nature,  the  inventive  genius  of  our  men, 
the  opportunity  offered  to  labor  and  look  forward,  — 
the  greater  portion  of  the  program  will  have  to  be  assigned 


THE    CELEBRATION    OF    HOLIDAYS  267 

to  students  in  the  upper  grades.  Only  minor  parts 
could  be  gi\'en  to  children  in  the  primary  grades.  But 
the  music,  if  well  selected,  will  enable  the  primary  children 
to  share  in  the  celebration  and  to  appreciate  some  of 
the  beauty  and  value  in  what  they  see  and  hear.  Their 
appreciation  will  be  emotional  rather  than  intellectual, 
and  will  be  heightened  by  performing  some  minor  part. 

Music  can  be  used  to  stir  emotion,  to  create  the  re- 
quired mood,  and  as  a  means  through  which  the  emotions 
when  aroused  can  find  a  suitable  form  of  expression. 
Great  care  should  be  taken  in  the  selection  of  the  music. 
A  song  can  sometimes  render  a  general  idea  in  a  concrete 
form  easily  grasped  by  the  listeners.  Lydia  Maria  Child's 
**Ov^er  the  River  and  through  the  Wood"  gains  in  mean- 
ing when  children  "act  it  out."  Wlion  the  school  as  a 
whole  sing  the  selection,  the  song  carries  them  all  away 
in  the  sleigh  to  grandmother's.  It  serves  to  fix  in  the 
memory  the  local  color.  It  locates  the  scene  jis  to  time 
and  place.  Music  adds  impressiveness  to  ceremonies 
and  processions.  It  makes  joyousness  or  mirth  contagious 
and  is  perhaps  the  best  medium  to  stimulate  the  audience 
to  enter  into  the  festive  mood  of  the  day. 

The  following  celebration  of  Thanksgiving  was  planned 
by  the  children  of  grades  one  and  two  under  the  guidance 
of  their  teachers.  The  children  of  the  first  grade  planned 
to  show  what  \vc  should  be  thankful  for,  and  lo  whom 
we  should  say  "thank  you."  The  children  of  the  second 
grade  endeavored  to  make  clear  lo  the  childnMi  of  the  first 
grade  what  people  were;  thankful  for  in  grandmother's 
day,  and  long,  long  before  grandmother's  grandmother 
came  to  earth,  lioth  grades  were  lo  participate  in  a 
"thanksgiving  feast"  prepared  by  themselves. 


268  SOCIALIZING    THE    CHILD 

The  first  grade  children  decorated  the  room  with 
autumn  leaves,  bright  red  berries,  and  piles  of  nuts  and 
fruit.  On  a  large  side  table  were  placed  the  fruit  and 
vegetables,  and  bread  and  other  food  products  brought 
by  the  children  of  both  grades  to  be  given  to  poor  people 
for  their  Thanksgiving  dinner. 

While  the  children  of  the  first  grade  and  their  teachers 
were  in  an  adjoining  room  popping  corn  for  the  feast, 
the  children  of  the  second  grade,  assisted  by  their  teacher, 
arranged  the  tables  and  set  them.  They  had  made  the 
place  cards  and  the  paper  dishes  for  the  popcorn  during 
the  preceding  days.  They  had  also  folded  the  napkins, 
and  planned  the  menu,  and  the  decorations  for  the 
tables,  which  were  bright,  pretty,  and  attractive.  The 
feast  came  at  the  close  of  the  exercises  and  some  of 
the  mothers  came  to  share  in  the  children's  pleasure. 
The  program  follows : 

PROGRAM 

A  Spirited  March. 

Song  —  "  The  Apples  have  been  Gathered." 

Thanksgiving  Stories  —  Pupils  of  Grade  One. 

First  child  holds  an  apple  so  that  all  can  see  it  and  tells  its 

story,  then  tells  to  whom  we  should  say  "thank  you" 

for  the  apple. 
Second  child  holds  up  a  piece  of  coal,  tells  its  story,  and 

names  the  people  to  whom  we  should  say  "thank  you" 

for  the  coal. 
Third  child  presents  a  picture  of  a  wheat  field,   a  small 

bottle  of  flour,  and  a  piece  of  bread,  and  traces  the  bread 

back  to  the  wheat  field.     At  the  close  of  the  story  she 

tells  us  to  whom  we  should  say  "thank  you"  for  our 

bread. 


THE    CELEBRATION    OF    HOLIDAYS  269 

Fourth  child  tolls  the  story  of  a,  toy  hammer. 
Fifth  child  tells  the  story  of  some  building  stones. 
Sixth  child  tells  how  the  butter  we  will  use  in  our  sand- 
wiches to-day  was  made. 
March  —  Through   the  halls,  about  the  room,  and  back  to 
place. 
(Second  grade  children  join  in  this  march.) 

"Over  the  River  and  Through  the  Wood" 

(Acted  out  by  children  of  the  second  grade.) 

A  Dialogue  Between  Father  Time  and  a  Little  Child. 
(Two  children  of  second  grade.) 

Father  Time  is  very  old.  He  totters  when  he  walks.  He 
wears  a  long  cloak  and  leans  on  a  staff.  His  long  hair  and 
long  beard  are  white.  In  answer  to  the  child's  questions  he 
tells  her  how  people  lived  long,  long  ago  when  they  had  no 
homes,  no  farms,  no  stoves,  no  tame  animals,  and  no  tools 
except  their  own  hands  and  teeth. 

Tree-dwellers  Seated  Around  a  Fire. 

Th<'  flan  mother  is  tending  the  firo.  The  others  are 
eating  nuts  and  dry  roots  and  listening  to  stories  of  strug- 
gles with  wild  animals  before  they  had  any  fire. 

Song  —  Bj'  l)otli  grades. 

March  — 

One  of  the  teachers  plays  the  piano  while  the  others 
RHsist  the  children  in  finding  their  places  at  the  table  by 
examining  the  place  c.'irds.  l']a('li  cliilil  continues  niatcliing 
until  he  has  found  liis  (••■ud.  All  t  lie  cliildrcn  stnnd  inilil 
the  piano  giv<>  llic  si{^n;il  lo  be  sc'itcd. 

'I'hc  children  of  the  third  grade  gain  niaii\'  ideas  coii- 
cerning  the  rojohnitioii  of  holidays  in  other  countries 
boforo  the  close  of  their  yoar's  work,  but  at  the  Thanks- 
giving season  they  are  not  suflicieiitly  familiar  with  any 


270  SOCIALIZING    THE    CHILD 

of  them  to  act  t.hein  out  in  dance  and  song,  in  marches 
and  processions,  unless  the  teacher  has  planned  in  ad- 
vance to  concentrate  upon  some  particular  way  of  cele- 
brating; Thanksgiving.  However,  in  their  second  grade 
work  last  year  they  learned  Indian  corn  songs  and  Indian 
dances  after  the  Thanksgiving  season  had  passed.  Now 
is  the  time  to  review  this  material  and  utilize  it  in  the 
third  grade  celebration. 

In  ''Indian  Boyhood"  by  Charles  A.  Eastnuin,  we 
have  true  stories  of  Indian  manners  and  customs  written 
by  an  Indian.  ''Hakadah's  First  Offering,"  pages  101 
to  112  inclusive,  gives  a  story  that  is  full  of  interest  and 
can  be  acted  out  by  third  grade  children.  The  setting 
is  an  Indian  camp  with  open  front  and  fire  in  center. 
On  one  side  of  the  fire  is  Uncheedah  (the  grandmother), 
on  the  other  side  is  Wachewin,  an  old  woman  who  has 
been  asked  to  assist  in  the  first  personal  offering  of  Ha- 
kadah  (a  boy  of  eight)  to  the  Oreat  Mystery.  The  boy 
Hakadah  enters  carrying  in  his  hands  a  bow  and  arrows. 
The  small  birds  and  squirrels  that  he  has  killed  with 
these  weapons  dangle  from  his  belt.  His  dog  Ohitika 
is  there. 

Scene  I.  migiit  be  a  dialogue  between  the  boy  and  his 
grandmother  which  would  disclose  the  character  of  the 
sacrifice  to  be  made  and  its  purpose. 

Sce?ie  11.  might  represent  Uncheedah  and  Hakadah 
performing  the  ceremonies  over  the  dead  Ohitika  by  the 
use  of  the  paints,  the  tobacco,  and  the  peace  pipe,  and 
might  close  with  the  grandmother's  prayer  to  the  Great 
Mystery  to  make  the  child  a  great  warrior  and  hunter. 

Scene  III.  might  represent  Indian  braves  returning 
from  the  hunt.     The  setting  for  the  scene  might  be  an 


s 


THE    CELEBRATION    OF    HOLIDAYS  271 

Indian  camp  in  ^Yhich  the  squaws  are  braiding  grass, 
making  baskets,  bead  work,  and  moccasins.  Some  are 
singing  lullabys  to  the  papooses  whose  cradles  are  hung 
upon  pegs.  A  few  Indians  are  making  bows  and  arrows. 
The  Indian  braves  enter  from  a  hunt  carrying  game. 
They  are  greeted  with  shouts  of  approbation.  Then  the 
men  join  in  a  hunting  dance  which  is  foUowed  by  the 
singing  of  a  corn  song.  Finally  the  ceremony  of  return- 
ing thanks  is  begun.  This  includes  throwing  tobacco 
on  the  fire  so  that  their  prayers  may  rise  with  the  smoke. 
To  furnish  a  contrast  and  to  utilize  this  year's  new  work, 
a  Hebrew  thanksgiving  ceremony  might  be  the  closing 
scene  of  the  day's  celebration. 

The  Hebrew  thanksgiving  might  include  a  procession 
of  pilgrims  to  attend  the  "  Feast  of  Tabernacles."  Each 
carries  a  palm  branch.  At  each  end  of  the  stage  might 
be  a  booth  made  of  boughs  to  remind  them  of  the  days 
when  they  had  no  settled  homes.  An  altar  may  be 
placed  in  the  center  of  the  back  of  the  stage.  On  this 
the  offerings  of  fruit,  oil,  and  grain  are  laid.  Psalms 
of  praise  and  thanksgiving  are  sung.  Miriam  and  her 
maidens,  dressed  in  scarlet,  yellow,  and  white,  may  render 
a  thanksgiving  dance,  {('urtaiti.)  Some  song  of  praise 
and  thanksgi\'ing  should  tlieu  be  sung  by  the  whole  school. 

There  are  many  reference's  for  Indian  musict  and  Indian 
ceremonies  given  at  the  close  of  the  chapter  dealing  with 
work  for  second  grade.  Some  metrical  interpretations 
of  Hebrew  psalms  are  given  below  as  suggestive  of  the 
Hebrew  spirit  of  thanksgiving.  Some  of  tli(>se  xc^ses 
might  be  repeated  by  the  |)ilgrims  as  they  lay  their  offer- 
ings upon  the  altar.  Some  of  tlie  songs  might  be  sung 
by  the  whole  school.     The  whole  -eene  should  be  digni- 


272  SOCIALIZING    THE    CHILD 

fied  and  reverent.  Most  children  hear  Old  Testament 
stories  at  home  and  in  Sunday  School,  and  the  story  of 
Joseph  told  in  the  third  grade  will  stinmlate  the  children 
to  get  the  costumes  and  to  try  to  learn  more  about  the 
customs  and  ceremonies  of  his  people. 

The  above  is  one  way  of  relating  the  daily  work  to  the 
celebration  of  Thanksgi\'ing,  which  seems  to  be  the  most 
difficult  celebration  for  inexperienced  teachers.  When 
the  children  enter  the  fourth  grade  they  will  have  a  knowl- 
edge of  Dutch  life  as  a  background  for  the  stories  of  the 
Pilgrims  who  came  to  America.  They  will  enter  into  the 
New  England  celebration  with  zest  because  they  have 
some  basis  for  appreciating  the  trials  of  the  Pilgrims  and 
the  causes  for  gratitude.  In  the  author's  judgment  it  is 
a  serious  mistake  to  repeat  the  same  type  of  celebration 
in  each  grade.  The  charm  of  novelty  is  lost  and  the 
stimulus  to  effort  is  not  so  great.  In  the  fourth  grade, 
as  in  the  third,  there  ought  to  be  a  contrast  between  the 
types  of  Thanksgiving.  Because  the  children  are  fa- 
miliar with  the  Dutch  manners  and  customs  from  their 
third  grade  work  of  the  preceding  year,  they  may  under- 
take to  represent  a  Dutch  Thanksgiving  as  well  as  the 
first  Thanksgiving  in  New  England.  In  this  way  there 
will  be  a  progressive  series  of  celebrations,  each  a  little 
more  difficult  than  the  preceding,  and  the  children's 
experience  will  be  enlarged  in  a  natural  way. 

THANKSGIVING    DAY' 

(Sony  for  the  Whok-  School) 

Praise  to  God,  immortal  praise, 
For  the  love  that  crowns  our  days ; 
Bounteous  source  of  every  joy, 


THE    CELEBRATION    OF    HOLIDAYS  273 

Let  thy  praise  our  tongues  employ ; 
All  to  Thee,  our  God,  we  owe, 
Source  whence  all  o\u-  blessings  flow. 

All  the  blessings  of  the  fields, 
All  the  stores  the  garden  yields, 
Flocks  that  whiten  all  the  plain. 
Yellow  sheaves  of  ripened  grain  ; 

Lord,  for  these  our  souls  shall  raise 

Grateful  vows  and  solemn  praise. 

Clouds  that  drop  their  fattening  dews, 
Suns  that  genial  warmth  diffuse, 
All  the  plenty  sunnner  pours. 
Autumn's  rich  o'erflowing  stores  ; 

Lord,  for  these  our  souls  shall  raise 

Grateful  vows  and  solemn  praise. 

Peace,  prosperity,  and  health. 
Private  bliss  and  public  wealth, 
Knowledge,  with  its  gladdening  streams, 
Pure  religion's  holier  beams; 

Lord,  for  these  our  souls  siiall  raise 

Grateful  vows  and  solemn  praise. 

'  Reprinted  by  permission  of  D.  Appleton  &  Company. 


METUH'Ab    riiANSLATlOX    Ol"   'llii:    XIAII    PSALM 

OK    DAVID' 

(To  Sim,' in  'li''  M.'iri-li  ur  I'roccssioii ) 

()  all  ye  jM'ople,  ela|)  \()Ui-  hands 
\nil  with  triuMiphaiit  voices  sing  ; 

No  force  the  mighty  p<hver  withstands 
Of  G<»d,  the  universal  King. 


274  SOCIALIZING    THE    CHILD 

He  shall  assaulting  foes  repel, 

And  with  success  our  battles  fight ; 

Shall  fix  the  place  where  we  must  dwell, 
The  pride  of  Jacob  His  delight. 

Your  utmost  skill  in  prais(>  be  shown, 
For  Him  who  all  the  world  commands ; 

Who  sits  upon  His  righteous  throne, 
And  spreads  His  sway  o'er  heathen  lands. 

'  lie-printed  by  permission  of  D.  A[)pl('toa  &  C'lnupariy. 

STANZAS    TO    BE    RECITED    BY    CHILDREN 

First  child. 

Let  the  trumpets  at  the  festival 

Their  joyful  voices  raise 
To  celebrate  th'  appointed  time, 
The  solemn  day  of  praise. 

For  this  a  statute  was  of  old 

Which  Jacob's  God  decreed 
To  be  with  pious  care  observed 

By  Israel's  chosen  seed. 

Second  child. 

'  Ye  nations,  to  God 
Vow  homage  sincere, 
Devote  to  Him  gifts. 
Love,  worship  and  fear ; 
Before  Him,  ye  mighty, 
Your  spirits  repress ; 
Ye  high,  and  ye  humble, 
His  wonders  confess ! 


THE    CELEBRATION    OF   HOLIDAYS  275 

Third  child. 

Thy  goodness  does  the  cirehng  year 
With  fresh  returns  of  plenty  crown ; 
And  where  thy  glorious  paths  aj^pear, 
The  fruitful  cloutls  drop  fatness  down. 

Fourth  child. 

Large  flocks  with  fleecy  wool  adorn 
The  cheerful  hills ;   the  valleys  bring 
A  plenteous  crop  of  full-ear'd  corn, 
And  seem,  for  joy,  to  shout  and  sing. 

Fifth  child. 

Lord  our  God,  for  these,  Th}'  bounties, 

Hymns  of  gratitude'we  laise ; 
To  Thy  name,  for  ever  glorious, 

Ever  we  address  our  praise. 

The  celebraticni  of  Washington's  Birthday  offers  obsta- 
cles that  seem  at  first  almost  insurmountable. 

The  teacher  of  keen   intelligence  and  wide  reading  is 

able  to  compare  Washington  with  the  greatest  nuMi  of 

other  times  and  countries  and  to  appreciate  the  ^.     ^  . 

r  I  •  11  •  ^^®  Cele- 

um(iue  (juality  of  his  renown,      nut  the  |)rnnary  bration  of 

children  are  still  unaccpiainted  willi  liie  gi'eat  Washing 
heroes  of  romance  and  history  and  can  secure  ^o"''^  Birth- 
only  a  meager  knowledge;  of  the  conditions  that 
produced  them.  To  sa>'  that  lie  was  a  nobler  human 
type  than  an>'  one  of  them,  more  complete  in  his  nature, 
more  happy  in  his  cause  or  more  foitimatc  in  the  issues 
of  his  career,  would  be  to  say  words  <l('\<ii(l  ol  signilicaiice 
to  primary  children  because  they  have  nut  Ii;id  sullicient 
experience  of  life  oi-  a  sullicient  knowledge  of  history 
and  literature  to  understand  such  a  statement. 


276  SOCIALIZING    THE    CHILD 

Students  in  the  high  school  know  something  of  the 
importance  of  Washington's  influence  in  the  Federal 
convention  of  1787.  They  know  how  he  withstood 
popular  clamor  and  guided  the  new  government  for  eight 
trying  years.  They  can  understand  much  of  his  civil 
and  military  achievements.  They  think  of  him  as  a 
man  who  could  face  adversity  and  overcome  obstacles, 
a  man  victorious  in  war  and  successful  in  peace,  but 
no  such  picture  of  Washington  can  be  made  comprehen- 
sible to  children  under  ten  years  of  age. 

Nevertheless,  the  primary  teacher  may  gain  the  inspira- 
tion and  the  courage  necessary  to  carry  through  an 
appropriate  celebration  of  the  day  by  calling  to  mind  that 
not  merely  thousands  but  millions  of  school  children 
scattered  all  over  this  vast  country  of  ours  are  commem- 
orating the  same  event.  Monuments  of  rare  excellence 
have  been  reared  to  show  the  appreciation  of  a  grateful 
people  for  him  who  taught  Americans  what  greatness  is, 
and  pointed  out  the  pathway  to  undying  fame ;  but  it  is 
the  teachers  in  our  public  schools  who  build  a  perennial 
monument  to  Washington.  It  is  their  pri\'ilege  to  make 
him  live  again  in  the  hearts  of  each  successive  genera- 
tion and  thus  build  up  the  American  ideal  of  a  public 
servant.  Surely  such  a  privilege,  such  an  opportunity, 
is  a  motive  strong  enough  to  make  each  teacher  eager  to 
do  her  part,  however  small,  in  f2;iving  Washington  a 
million  tongued  fame. 

The  celebration  of  this  holiday  like  all  other  holiday 
celebrations  should  grow  out  of  the  daily  tasks.  If  the 
teacher  plans  to  celebrate  holidays  at  all,  she  should  make 
the  celebration  an  organic  part  of  the  year's  work.  Surely 
the  importance  of  this  hoUday  warrants  the  expenditure 


Jdlin  h'licd. 


Lit..-.r.n  ^i.    1.I...11-.I,     W'vrHIII.NUl'ON. 


1*2771 


278  SOCIALIZING    THE    CHILD 

of  sufficient  time  and  effort  to  produce  a  worthy  and 
impressive  celebration.  The  music  should  be  stirring. 
There  should  be  marches,  processions,  and  songs  and 
possibly  a  stately  minuet.  In  rural  schools  and  in  city 
schools  where  older  students  are  in  the  same  building  with 
the  youngest  children  the  greater  portion  of  the  celebra- 
tion should  be  mapped  out  and  carefully  planned  in  the 
upper  classes.  The  material  to  be  used  is  so  abundant 
that  a  very  different  type  of  celebration  could  be  given 
each  year  for  several  successive  years.  In  the  senior 
year  of  most  high  schools  American  history  is  studied. 
It  is  also  studied  in  the  eighth  grade.  The  historic 
investigations  can  be  assigned' as  regular  work  in  those 
classes.  Patriotic  songs  can  be  rendered  by  the  whole 
school.  The  primary  children  should  have  only  a  minor 
part  in  any  such  celebration.  They  should  participate 
in  the  marches  or  processions  or  flag  drills  and  in  the 
songs.  Much  of  the  significance  of  such  a  celebration 
the  youngest  children  will  fail  to  grasp,  but  they  will  be 
impressed  with  the  patriotic  fervor  and  reverence  and 
festal  spirit  far  beyond  their  power  to  express.  The 
high  school  classes  in  English  may  compete  in  writing 
prologues  to  introduce  the  scenes  planned  by  the  classes 
in  American  history.  The  scenes  should  be  so  planned 
as  to  include  all  of  the  pupils  if  possible.  The  geographic 
location  and  the  arrangement  of  the  building  will  deter- 
mine in  a  measure  what  can  be  done.  E.g.  If  the  loca- 
tion is  Trenton,  N.  J.,  the  school  might  undertake  to  enact 
the  following  scenes : 

1.  Hessians  gayly  dressed  feasting  and  carousing  in 
Trenton,  December,  1776.  (German  bandstand  German 
choruses  are  heard  in  the  distance. 


THE    CELEBRATION    OF    HOLIDAYS  279 

2.  On  the  opposite  side  of  the  Delaware  River  is 
George  Washington,  dressed  in  a  long  black  cloak,  going 
from  group  to  group  of  hungry,  shivering  Americans  clad 
in  homespun.  All  are  intently  watching  the  cakes  of 
ice  in  the  river. 

3^.  Washington's  army  captures  the  Hessians  December 

25,  1776. 

4.  (Thirteen  years  later.)  Washington's  reception  by 
the  maids  and  matrons  of  Trenton  on  his  way  to  New  York 
City  to  be  inaugurated  President  of  the  United  States. 

5.  The  crowning  of  Washington. 

A  young  lady  dressed  in  the  stars  and  stripes  to  repre- 
sent America  recites  the  prologue  that  introduces  each 
scene.  The  first  three  scenes  afford  opportunity  for 
the  boys  in  the  high  school  and  in  the  two  upper  grammar 
grades  to  participate.  The  two  last  scenes  offer  a  similar 
opportunity  for  the  girls  of  the  entire  school.  The 
matrons  of  Trenton  can  be  represented  by  the  girls  in 
the  upper  chisses.  The  primary  children  may  scatter 
the  flowers  in  Washington's  path  and  thus  rconact  the 
scene.  The  worris  composed  for  the  occasion  are  pre- 
served and  are  in  part  as  follows : 

Wclc-onic  iniffhty  chief,  once  more 
Welcome  to  the  grateful  shore; 
Now  no  mercenary  foe 
Aims  aKiiiii  the  f;it;il  blow  — 
Aims  at   ttiec  the  f;il;il  Mow. 

Virgins  fair  .•hkI  m.itroMs  grave; 
These  thy  con(|ueriiiK  arm  iTkI  save 
Build  for  thee  triumphal  howers, 
Strew,  ye  fair,  his  way  with  tlowers  — 
Strew  yo'ir  Hero's  way  with  flowers. 


280  SOCIALIZING    THE    CHILD 

In  the  last  scene  the  stanzas  of  Hezekiah  Butterworth's 
"Crown  our  Washington"  could  be  recited  by  four  girls 
chosen  to  place  the  crown  of  laurel  on  the  statue  of  Wash- 
ington or  on  a  picture  of  him.     As  the  last  three  lines, 

"To  highest  achievement  the  school  leads  the  van, 
And  crowning  thy  brow  with  the  evergreen  vernal, 
We  pledge  thee  our  all  to  the  service  of  man !" 

are  recited,  a  girl  places  a  wreath  of  laurel  or  evergreen 
on  the  statue.  The  exercises  might  close  with  the  sing- 
ing of  Keller's  "American  Hymn''  by  the  whole  school. 
The  best  part  of  every  such  celebration  is  the  enthusiastic, 
earnest  work  necessary  to  plan  and  carry  out  in  detail 
each  part  of  the  program.  The  spirit  of  cooperation 
and  the  vivid  realization  make  lasting  impressions  upon 
all  who  take  part.  Schools  located  in  Philadelphia, 
Pittsburgh,  New  York,  Boston,  Baltimore,  or  any  other 
section  would  naturally  select  scenes  more  appropriate 
to  their  locality.  The  references  at  the  close  of  this  chap- 
ter will  give  suggestions  for  costumes  and  decorations. 

REFERENCES    FOR    TEACHER'S    USE 

Bates,  Esther  Williard,  and  Orr,  William,  Pageants  and  Pageantry. 

Chubb,  Percival,  Festivals  and  Plays. 

Craig,  Anne  Abbot  (Thkoop),  The  Dramatic  Festival. 

HoRSKORD,  Isabel  M.,  Stories  of  Our  Holidays. 

KELLOciG,  Alice  M.,  How  to  Celebrate  Thanksgiving  and  dhristmas. 

Recitations,  songs,  drills,  exercises,  and  programs  for  celebrat- 
ing in  the  schoolroom. 
McCuRDY,   H.   -M.,  Holidays. 

A  bihliogniphy  of  articles  relating  to  holidays. 
Needham,  Mary  Master,  Folk  Festivals. 
Patten,  Helen  Philbrook,  The  Yearns  Festivals. 


THE    CELEBRATION    OF    HOLIDAYS  281 

PouLSON,  Emilie,  Iloliday  Songs  and  Everyday  Songs  and  Games. 
Sctt.\uFFLER,    Robert    Haven    (Editor),    Our    American    Holidays. 
Eight  separate  volumes  as  follows : 

Arbor  Day. 

Flag  Day. 

Christmas. 

Thanksgiving. 

Lincoln's  Birthday. 
•  Washington's  Birthday. 

Independence  Day. 

Memorial  Day. 


LIST  OF  ALL  REFERENCES   MENTIONED  IN  THE  TEXT 
ALPHABETICALLY   ARRANGED 

Abbott,  Charles  C,  Primilivc  Industry,  or,  I iliidrationa  of  the  Handi- 
work in  Stone,  Bone  and  Clay  of  the  Native  liaces  of  the  Atlantic 
Seaboard  of  America.     George  A.  Bates. 

Adams,  Charles  Burton,  Growth  of  the  French  Nation.  The  Mac- 
millaii  Company. 

Adelborg,  Ottilia,  CleaJi  Peter  and  the  Children  of  Grubbylea.  Trans- 
lated by  Ada  Wallas.  Longmans,  Green  &  Co.  Printed  in  Stock- 
holm, 191L 

Adler,  Felix,  The  Moral  Instruction  of  Children.  D.  Appleton  & 
Co.     International  Ed.  Series,  vol.  2L 

A  valual)le  discussion  of  the  general   problems  of  moral  instruc- 
tion, with  practical  suggestions  as  t(j  the  teaching  of  various  virtues. 

Aldrich,  Thomas  Bailey,  The  Story  of  a  Bad  Boy.  Houghton 
Mifflin  Co. 

Andrews,  Jane,  The  Seven  Little  Sisters  Who  Live  on  the  Round  Ball 
that  Floats  in  the  Air.  Ginn  &  Company.  Fjach  and  All.  Ginn  & 
Company. 

Bacon,  Alice  M.,  Japanese  Girls  and  Women.     London. 

Bailey,  Carolyn  S.,  and  Lewis,  Clara  M.,  Daily  Program  of  Gift  and 
Occupation  Work.  Milton  Bradley  Co.  For  the  Children's  Hour. 
Illustrated.     Milton  Bradley  C<j. 

Baldwin,  James,  Old  Stories  of  the  East.     American  Book  Co. 

Barnes,  Earl  (Editor),  Studies  in  Education.  The  Author,  Phila- 
delphia. Vols.  I  and  II,  each  consisting  of  a  series  of  ten  pamphlets, 
describe  the  studies  of  the  social  ideas  of  children  made  by  the 
author  and  his  assistants  in  England  and  America. 

Bates,  Esther  Williard,  and  Orr,  William,  Pageants  and  Pageantry. 
Ginn  &  Company. 

Bayliss,  Clara  Ker.n,  Lolami,  the  Little  Cliff  Dweller.  Blooming- 
ton,  111.     Public  School  Publishing  Co. 

Beard,  Daniel  Carter,  Boat-building  and  Boating. 

282 


LIST   OF    REFERENCES  283 

From  a  primiti\e  raft  to  a  houseboat  and  a  motorboat,  giving 

directions  for  tying  knots,  bends,  and  liitches,  making  sails,  sailing, 

and  a  wise  list  of  don't's  for  the  lubber  and  the  beginner.     Charles 

Scribner's  Sons. 
Beard,  Lina  and  Adelia,   Little   Folks'    Handy  Book.      Illustrated. 

Charles  Scribner's  Sons. 

Teaclies  little;   children   how  to  make  simple   toys  from  empty 

spools,   clothespins,   kindling  wood,  etc. 
Bedford,  F.  D.,  and  Lucas,  E.   V.,  Four  and  Twenty  Toilers.     E. 

Dalton.     Ijijndon.     A  picture  book  for  children. 
Bedford,  F.  D.,  and  Lucas,  K.  \'.,  The  Book  of  Shops.     E.  Dalton. 

London.     Pictures  by  Bedford,  words  by  Lucas. 
Blaisdell,  Etta  Austin  MacDonald,  and  ^L\RY Frances,  Child  Life 

in  Many  Lamls.     The  Macmillan  Company. 
Boas,  Franz,  The  Mind  of  Primitive  Man.     The;  Macmillan  Co. 
Bonner,  John,  A  Child'.^i  History  of  France.     Harper  k  Bros. 
Boyd,  L>a  Iv,  When  Mother  Lets  (f.s  Cut  out  Picture.^.    Moffatt,  Yard  &  ( 'o. 
Brinton,  Daniel  C,  An  EthnologisC s  View  of  History.     In  "  Proceed- 
ings of  the  New  Jersey   Historical  Society,"  vol.  I,  3d  series.    The 

LendpS  and  their  Legends.     The  Author,  Philadelphia.     The  Myths 

of  the  New  World.     McKay,  Philadclpliia.  ' 
BROf)KS,  DuwYvn^ ,  Stories  of  the  Red  Children.     Educational  l^ibjish- 

ing  ('o. 
Brooks,  I'Ilhruxje  S.,  The  Tnu;  Story  of  Christopher  Columbus.     Loth- 

rop,  Lf;e  &  Shepam  Co. 

The  Truf-  Story  of  George  Wmhington.     Lothrop,  Lee  «fe  Shepard  Co. 

The  True  Story  of  Ahrnhnm  Lincoln.      Lolhrop,  Lee  tt  Sliepard  Co. 
Brown,  .\mhie  Farwki,i,,  Brothers  (irui  Sisters.     Illustrated.     Houghton 

.Mimin    Co. 

A  plea.satit  little  story  for  yoiuig  cliildrcn. 
Bryant,   Sara  ('one,   Horn  to   Tell  Stories  to  Children.     Houghton 

Mifflin  Co. 
Bureau  of  ,\?ii(Ticiin    lltiitioNigy.     Sniil  lisoni.m    Institution,   Wa.slung- 

ton,  I).  C. 
BuRNErr,  Frances  Hodohon,  The  One  I  Knew  the  Best  of  A II.     I  lougii- 

ton  Mimin  Co. 
Burton,  .\i-.\ia  Hoi-man,   The  Story  of  the  Indians  of  New  Knglaiul. 

Silver,  Burdett  &  Company. 


284  SOCIALIZING    THE    CHILD 

Butcher,  SAMUEh  H.,  and  Lano,  Andrew,  The  Odyssey  of  Homer. 
The  IMacniillati  Company. 

Buxton,  (Ieo.  F.,  and  Curran,  Fred  L.,  Paper  and  Cardboard  Con- 
struction for  Primary  Grades.     Menominee  Press. 

Campbell,  Helen  LeRoy,  The  Story  of  Little  Jan,  the  Dutch  Boy. 
The  Story  of  Little  Metsii,  the  Japanese  Boy.  (In  "  C/hildren  of  the 
World  Series.")     Illustrated.     Educational  Publishing  Co. 

Carpenter,  Frank  G.,  How  the  World  is  Clothed.  American  Book 
Company.  How  the  World  is  Fed.  American  Book  Company. 
How  the  World  is  Housed.     American  Book  Company. 

Carroll,  Clarence  F.,  Around  the  World.  Book  One.  Silver, 
Burdett  &  Company.  —  Entertaining  stories  of  Eskimos,  Arabs, 
Indians,   Dutch,  Chinese,  and  Japanese. 

Chamberlain,  James  F.,  How  We  Are  Sheltered.  (In  "  Home  and 
World  Series.")     Illustrated.     The  .Macmillan    Company. 

Describes  dwellings  and  customs  of  the  Eskimos,  Cliff  dwellers, 
Indians,  Japanese,  Chinese,  Filipinos,  African  dwarfs,  etc.  How  We 
Travel.  (In  "  Home  and  World  Series.")  Illustrated.  The  Mac- 
millan Company. 

Simple,  well  illustrated  accounts  of  methods  of  travel  in  use  all 
over  the  world  from  the  "ship  in  the  desert"  to  the  flying  machine. 

Ch^^mberlain,  A.  F.,  The  Child.  L.Scott.  "  Contemporary  Science 
Series."     Charles  Scribner's  Sons. 

A  valuable  summary  of  much  of  the  literature  of  child  study.  A 
study  in  the  evolution  of  man. 

Chance,  Lulu  Maude,  Little  Folks  of  Many  Lands.  Illustrated. 
Ginn  &  Company. 

Stories  describing  children  of  different  races :  Indian,  Eskimo, 
Dutch,  Filipino,  and  giving  legends  and  folk-lore.  For  little  chil- 
dren. 

Chase,  Anna,  and  Clow,  E.,  Stories  of  Industry.  Educational  Pub- 
lishing Co. 

Chase,  Anna,  Children  of  the  Wigwam.     Educational  Publishing  Co. 

Chubb,  Percival,  Festivals  and  Plays.     Harpiir  k  Bros. 

Civic  Reafler  for  New  Americans.  A  collection  of  papers  by  various 
authors.     American  Book  Company. 

Clarke,  M.  Homerus,  The  Story  of  Ulysses.  American  Book  Com- 
pany. 


LIST    OF    REFERENCES  285 

Clodd,  Edward,  The  Childhood  of  the  World.  (Revised  Edition,  1914.) 
The  Macmillan  Company.  The  Story  of  "Primitive"  Man.  Illus- 
trated.    D.  Appleton  k  Co. 

CoE,  Fanny  C,  The  Fir.<st  Book  of  Stories  for  the  Story-Teller.  Houghton 
Mifflin  Co. 

Collier,  Price,  Germany  and  the  Germans  from  an  American  Point 
of  View.     Charles  Scribner's  Sons. 

CoLUMBo,  Fernando,  The  Discovery  of  America,  from  the  Life  of  Co- 
lumhn.H,  by  his  Son,  Ferdinand  Columbus.  Old  South  Leaflets,  gen- 
eral series,  vol.  2,  No.  29.     1891.     Boston. 

Coussens,  Penrhyn  W.,  Poems  Children  Love.     Dodge  Publishing  Co. 

Cr.\ig,  Annie  Abbot  (Throop),  The  Dramatic  Festival.  G.  P.  Put- 
nam's Sons. 

Curtis,  Natalie,  The  Indian's  Book.     Harper  &  Bros. 

Daniels,  Fred  H.,  School  Drawing  a  Real  Correlation.  Illustrated. 
Excellent.     Milton  Bradley  Co. 

Dasent,  Sir  Geo.  W.  (Translator),  Heroes  of  Iceland  and  Stories  from 
the  great  Icelandic  Saga,  Burnt  Njal.  David  Nutt.  In  Everyman's 
Library  also. 

Dawson,  William  IlAKurrr,  German  Life  in  Town  and  Country. 
(In  "  ()ur  European  Neighbor  Series.")     G.  P.  Putnam's  Sons. 

Densmore,  Frances,  in  "Bulletins  of  Bureau  of  American  Ethnology." 

Dewey,  John,  Moral  Principles  in  Education.  (Riverside  l-^duca- 
tional  Monographs.)  Houghton  Mifflin  (!o.  The  School  and 
Society.     Univorsity  of  Chicago  Press. 

DoBBs,  Ella  Victoria,  Primary  Harulwork.  The  Macmillan  Com- 
pany. 

DoDfiE,  Mary  Mai'ES,  IJans  Brinkcr,  or  the.  Silver  Skates.  Charles 
ScribiH^r's  Sons. 

F3oDS,  Marcus,  Genesis,     llnildcr  i^:  Stoiigliloii. 

Dopp,  Katherfne  E.,  Thr,  Place  of  I ndustrics  in  Klementary  Education. 
University  of  ('hicago  Press.  A  suggestive  book  for  teachers.  The 
Tree- Dwellers  {The  Age  of  Fear).  Rand,  .McXally  &  Co.  Thr  Early 
Cavr-.\rn,  (Thr  .\gr  of  Cowhal).  Rand,  McN'ally  <t  Co.  Tlw  Later 
Cavr-Mni  ( Thr  .  1  gr  of  thr  ( 'hasr) .  R^iiid,  .\h-\ally  k  Co.  Thr  Earlier 
Sea  People.     Rand,   MrXally  k  Co.     Adapted  to  chihJren. 

Dunn,  Arthur  William,  Tlir  Community  and  the  Citizen.  D.  C. 
Heath  &  Co. 


286  SOCIALIZING    THE    CHILD 

DuNTON,  Lucy,  School  Children  the  World  Over.  With  stories  and 
descriptions.     Frederick  A.  Stokes  Co. 

Numerous  illustnitions  from  copyrighted  stereograplis  by  Under- 
wood &  Underwood. 

DuTTON,  Maude  B.^rrows,  Fishing  and  Hunting.  In  Field  and  Pas- 
ture. (In  "  World  at  Work  Series.")  Illustrated.  1905.  American 
Book  Conipaiiy. 

Describes  child  and  animal  life  among  the  Eskimos  and  Indians 
and  in  the  Philippines  and  Alaska. 

Eastman,  Charles  A.,  Indian  Boyhood.     Doubleday,  Page  &  Co. 
The  author,  a  Sioux,  tells  of  his  boyhood. 

Edwards,  M.  B.,  Home  Life  in  France.  A.  C.  McCIurg  &  Co.  Chi- 
cago. 

FisKE,  John,  The  Discovery  of  America.     2  vols.     Houghton  MifHin  Co. 

Fletcher,  Alice,  Indian  Stories  and  Indian  Music.  (In  "  Reports 
of  Bureau  of  American  Ethnology.") 

FoRMAN,  Samuel  Eagle,  Stories  of  Useful  Inventions.  The  Century 
Company. 

Foster,  Charles,  The  Story  of  the  Bible.  Charles  Foster  Publishing 
Co. 

Frobenius,  Leo.  Translated  by  A.  H.  Keane.  The  Childhood  of 
Man;  a  popular  account  of  the  lives,  customs,  and  thoughts  of  the 
primitive  races.     41.5  illustrations. 

The  author  has  brought  together  the  "raw  materials"  of  infantile 
crafts  and  industries  from  the  four  quarters  of  the  globe,  and  spent 
years  of  study  on  them.  Letchworth  :  At  the  Arden  Press.  Lon- 
don.    Seeley  &  Co.,  Limited,  38  Great  Russell  St. 

Garland,  Hamlin,  Boy  Life  on  the  Prairie.     The  Macmillan  Company. 
Tells  of  boy's  work  and  fun,  and  the  natural  beauties  of  the 
unbroken  prairies  of  Iowa. 

Geikie,  James,  The  Antiquity  of  Man  in  Europe,  1914  ;  also  The  Great 
Ice  Age  arul  Its  Relation  to  the  Antiquity  of  Man,  third  edition,  1894. 
G.  P.  Putnam's  Sons. 

Geological  Survey,  Bulletin  of,  No.  9.  1913. 
For  Indian  remains  in  New  Jersey. 

GiLMAN,  Mary  Louise,  and  Williams,  Elizabeth  B.,  Seat  Work  and 
Indwitrial  Occupations.  A  practical  course  for  primary  grades. 
The  Macmillan  Company. 


LIST   OF   REFERENCES  287 

Greenaway,  Kate,  Marigold  Garden.  Pictures  and  rhymes.  Fred- 
erick Wame  &  Co.  Under  the  Window.  Pictures  and  rhymes. 
Frederick  Warne  &  Co. 

Illustrator  of  Browning's  "  Piod  Piper  of  Hamelin."     Frederick 
Warne  &  Co. 

Grinnell,  George  Bird,  Story  of  the  Indians.  (In  "  Story  of  the 
West  Series.")     D.  Appleton  &  Co. 

Real  life  of  the  red  man;  how  he  ate  and  slept,  and  hunted  and 
fouglit. 

Grover,  Eulalie  O.,  The  Overall  Boys:  a  First  Reader.     Rand,  Mc- 
Nally  &  Co.     Illustrated. 
Good  illustrations  chief  feature. 

GuERBER,  Helene  ADELINE,  The  Story  of  the  Greeks.  American 
Book  Company. 

Hall,  G.  Sta.nley,  The  Story  of  the  Sand  Pile.  Scribner's  Magazine, 
vol.  Ill,  p.  490. 

Hall,  Harry  R.,  Day.s  Before  History.     Thomas  Y.  Crowell  &  Co. 

Hall,  Jennie,  Men  of  Old  Greece.  Little,  Brown  &  Company.  Our 
Ancestors  in  Europe;  An  Introduction  to  American  History.  Sil- 
ver, Burdett  &  Company. 

Harrison,  Elizabeth,  In  Story-Land.     Sigma  PubUshing  Co. 

Hassall,  Arthur,  French  People.  (In  "Great  People  Series.") 
D.  Ajjplcton  &  Co. 

n.\ZAUi>,  Bertha  (Compil(T).  Three  Years  with  the  Poets.  Houghton 
MilHiii  Co.  Well  flio.scn  selections  for  memorizing  in  the  first 
three  grades.     Arranged  by  montlis. 

Hender.son,  Anna  Wilson,  and  Palen,   II.  ().,   What  and  How:    a 
Syslemized  Course  of  flu  lid  Work.     Milton  Bradley  Co. 
For  primary  grades,  rural  schools,  and  the  home. 

IIif.L,  Charles  Thaxtkh,  Fi(jhlin(j  <i  Firr.  The  Century  Com- 
pany. 

Organization  of  a  great  fire  departnu-nl,  :ui(l   the  training  and 
heroism  of  firemen.     Illustrations  from  drawings  by  llic  luithor. 

HoGAN,  Mr.h.  Loui.se  E.,  The  Study  of  a  Child.     Harper  tt  Bros. 

Not  intended  to  be  scientific  or  systematic  ;    simply  m  mother's 
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288  SOCIALIZING    THE    CHILD 

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Arts.     (In  "Annual  Report  of  Smithsonian  Institution"  for   1901, 

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Report  of  Smithsonian  Institution"  for  1901.) 
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Schools.     Milton   Bradley  Co. 

Domestic  activities,  raffia,  drawing,  blue-print. 
Hubbard,  Gardiner  Greene,  The  Japanese  Nation  a  Typical  Product 

of  Environment.     (In  "  Annual  Report  of  Smithsonian  Institution" 

for  1895.) 
Irving,  Washington,  Columbus;  His  Life  and  Voyages.     (In  "  Heroes 

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Jenks,  Albert  E.,  The  Childhood  of  Jishib,  the  Ojibwa.     Atkinson, 

Mentzer  &  Grover. 
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millan  Company. 
J(^HNsoN,  Geo.  Ellsworth,  Education  by  Plays  and  Games.     CJinti 

&  Company. 
JoLY,  Nicholas,  Man  Before   Metals.     Illustrated.     D.  Appleton  & 

Co. 
JuDD,  Mary  C,  Wigivam  Stories.     Ginn  &  Company. 
JuDSON,  Harry  Pratt,  The  Young  American;  A  Civic  Reader.     May- 

nard,  Merrill  <fe  Co.     Illustrated. 
The  purpose  of  this  book  is  to  inculcate  patriotism  and  intelligent 

citizenship. 
Keane,  .\ugustus  H.,  The  World's  Peoples.     G.  P.  Putnam's  Sons. 
A   popular  account  of  their  bodily  and  mental   characteristics, 

beliefs,    traditions,    political     and     social     institutions ;    with    270 

illustrations    from    original    photographs.     This    work    is    to    be 

con.sidered  the  .sequel  to  "  The  Living  Races  of  Mankind." 
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Kent,  Charles  Foster,  T/ie  Historical  Bible.  6  vols.  Charles  Scrib- 
ner's  Sons. 

King,  Irving,  The  Psychology  of  Child  Development.  University  of 
Chicago  Press. 

KiRKP.A.TRi('K,  Edwin  A.,  Fundamentals  of  Child  Study.  The  Mac- 
millan  Company. 

Kl.mmel,  Henry  B.,  Geological  Survey  of  New  Jersey.     Bulletin  No.  9, 
1913. 
For  Indian  remains  in  New  Jersey. 

Lang,  Andrew,  Story  of  Joan  of  Arc.     E.  P.  Dutton  &  Co. 

La.ngley,  8.  P.,  The  Fire-walk' Ceremony  in  Tahita.  (In  "Annual 
Report  of  Smithsonian  Institution,"  1901,  pp.  539-545.) 

Lloyd,  A.,  Everyday  Japan.     London. 

Lynch,  Ha.nnah  B.,  French  Life  in  Town  ami  Country.  G.  P.  Put- 
nam's Sons. 

McCuRDY,  II.  M.,  Iloliilays:  a  Bibliography  of  Articles  Relating  to 
Holiday.'^.      Boston  Book  Co.     25^. 

McDonald,  Mrs.  Etta  Austin  (Blaisdell),  and  Dalrymplb,  Julia, 
Fritz  inGennany.  (In  "  Little  People  Everywhere  Series.")  Little, 
Brown  &  Company. 

MA<'GRKfrOR,  Mary,  TIic  Story  of  France  Told  to  Hoys  and  Girls. 
1911.     I'Vodcrick  .\.  Stokes  Company. 

McIntyre,  Margaret  A.,  Tfie  Care  Boy.     I).  Appleton  it  Co. 

Mackie,  C.  p.,  With  the  Admiral  of  the  Ocean  Sea:  a  narrative  of 
the  first  voyaqe  to  th/;  Western  World,  drawn  mainly  from  the  diary 
of  Columbus.     A.  C.  McCliirg  &  Co. 

Marhham,,  II.  E.,  History  of  Gcnndiiy.  (P'or  vdiinjr  p('(i|)l('.)  C.  H. 
Doran  iln. 

Martin,  Mrs.  (Ikorge  .Maddkn,  Finmy  Lou.  Doubh'day,  Pm^c  it 
Co. 

Mason,  Otis  T.,  Tfw  Origin  of  Inventions:  a  ntudy  of  industry  among 
primilii'r  peoples.  Charles  S(Til)n(!r's  Sons.  Woman's  Part  in 
Primitive  Cidlnre.  Charhts  Scribner's  Sons.  Traps  of  the  Amer- 
ican Irulian-f.  (In  "Annual  Report  of  Smith.sonian  Institution," 
1901.  pp.  401-475.) 

A  study  in  psychology  and  invention. 


290  SOCIALIZING    THE    CHILD 

Menpes,   Mortimer  and    Dorothy,    The  World's  Children.     Adam 

and  Charles  Black.     London. 

A  color  book  depicting  the  children  of  every  country  by  means 

of  colored  illustrations  around  which  interesting  descriptions  are 

written. 
Milne,  Louise  Jordan,  Little  Folks  of  Many  Lands.     1898.    John 

Murray.     Illustrated. 
Moore,  Clement  C,  'Twos  the  Night  Before  Christmas.     Houghton 

Mifflin  Co.     Illustrated  by  Jessie  Willcox  Smith. 
MooRHEAD,  W.  K.,  Prehistoric  Implements.     Robert  L.  Clarke  Co. 
A  reference  book  with  descriptions  of  the  ornaments,  utensils, 

and  implements  of  pre-Columbian  man  in  America. 
Morgan,  Lewis   H.,  Ancioit   Society,  or,  Researches  in   the  Line  of 

Human  Progress  from  Savagery  through  Barbarism  to  Civilization. 

Henry  Holt  &  Co.  . 

Moulton,    Richard   C,    The    Modern    Reader's    Bible    (Children's 

Edition).     The  Macmillan  Company. 
Muller,  Mary,  The  Story  of  Akilakoo,  an  African  Boy.     A.  Flanagan 

Co.     Little  People  of  the  Snow.     A.  Flanagan  Co. 
Needham,  Mary  Master,  Folk  Festivals.     B.  W.  Huebsch. 
Newell,  C.  Edward,  Construction  Work  for  Schools  Without  Special 

Equipment.     Milton  Bradley  Co. 
Newell,    Cicero,    Indian    Stories.     Silver,    Burdett    &    Company. 

Illustrated. 
O'Connor,    William    Douglas,    Heroes    of   the    Storm.     Houghton 

Mifflin  Co. 

Tales  of  shipwreck   and   gallant   rescues,   selected   from   official 

reports  of  life-saving  service.     Interest  enhanced  by  marked  lit- 
erary power. 
OsBORN,   Henry   Fairfield,   Men  of   the  Old  Stone  Age.     Charles 

Scribncr's  Sons. 
Patten,  Helen  Philbrook,  The  Year's  Festivals.     D.  Estes  &  Co. 
Peary,  Mrs.  Josephine,  The  Snow  Baby.     Frederick  A.  Stokes  Co, 

Children  of  the  Arctic.     Frederick  A.  Stokes  Co. 
Perkins,   Lucy  Fitch,    The  Dutch    Twins.     Houghton  Mifflin   Co. 

The  Japanese  Twins.     Houghton  Mifflin  Co. 
Plutarch,  Lives  of  Greeks  and  Romans.     Little,  Brown  &  Company. 
Potter,  Beatrix,  The  Tale  of  Peter  Rabbit.     Frederick  Warne  &  Co. 


LIST    OF    REFERENCES  291 

PouLSON,   Emilie,  Holiday  Songs  and  Everyday  Songs  and  Gaines. 

Milton  Bradley  Co. 
Pratz,  Claire  de,  France  from  Within.     Hodder  &  Stoughton. 
Proudfoot,    A.vdrea    Hofer,    Child's    Christ    Tales.     The    Author. 

Chicago. 
Reix,  Johannes  Justus,  The  Industries  of  Japan,  Together  with  an 

Account  of  lU  Agriculture,  Forests,  Arts  and  Commerce.     A.  L.  Arm- 
strong &  Co. 
Reinsch,  Paul  S.,  Young  Citizen's  Reader.     Benj.  H.  Sanborn  Co. 
RiCHALVN,    JuLL\,    and    Wallach,  I.    R.,   Good   Citizens.     American 

Book  Company. 

Present.s  both  the  useful  and  the  picturesque  side  of  the  city's 

fire,  police,  street-cleaning  and  health  departments.     Shows  children 

their  personal  oljligations. 
RiGGs,  Kate  Douglas  (Wiggin),  and  Smith,  Nora  A.,   The  Story 

Hour.     Houghton  Mifflin  Co. 
Rocheleau,  W.  F.,  Transportation.     A.  Flanagan  Co. 
ScA.VDLi.N,  Christiana,  Hans,  the  Eskimo.     Illustrated.     Silver,  Bur- 

dett  &  Company. 

A  charming  story  of  the  life  of  boys  and  girls  in  Greenland. 
ScHAUFFLER,    RoBERT    Havens   (Editor),   Our    American    Holidays. 

Moffatt,  Yard  &  Co.     A  series  of  h(»liday  anthologies;    an  entire 

Ixiok  devoted  to  each  holiday. 
ScH\VATJC\,   Frederick,  Children  of  the  Cold.     l<]ducational  Book  Co. 

Children  of  the  Cliff.     Educati<jnal  Book  Co. 
Seelve,    Elizabeth    (Eggleston),  Mrs.   E.  Seelye,    The  Story  of 

Columbvjt  With  (in  J idrodnrMon  by  Edward  Eggleston.      I).  Appleton 

&  Co.     Illustrated. 
SiDGWicK,  .Mrs.  Alkkkd,  (lermnnii.      (In  "  Peeps  at  Many  Lands.") 

Honir  Life  in  Gcriiianj/.     Adam  and  Charles  Black. 
Smith,  Elmer  BfjVD,  Chicken  World.     (',.  \\  i'utnam's  Sons. 

FIuiiif)rous,   though    not   greafly  exaggerafed   colored    |)ictures  of 

scenes  in  the  lives  of  growing  eliiekens.     The  Circua  and  All  About 

It.     Frefleriek  .\.  Stokes  Co.      If)  fiill-pjige  illustrations  in  color.     2\) 

full-page  illustrations  in  black  and  white.     The  Farm  Hunk.     Hob 

and  Betty  Vinit  Uncle  John.     Houghton  MifTlin  Co.     The  Seashore 

Book.     Boh  II nd  Belly's  Summer  With  Captain  Hawes.     Houghton 

Mitflin  Co. 


292  SOCIALIZING    THE    CHILD 

Smith,  Jkssie  Willcox,  Dickens'  Children.  Charles  Scribner's  Sons. 
Illustrations  tho  chiof  feature.  The  Seven  Ages  of  Childhood. 
Verses  by  Carol^-u  Wells.     Moifat,  Yard  &  Co. 

Smith,  W.  H.,  The  Evolution  of  Dodd.     Rand,  McNally  &  Co. 
Suggestive  to  rural  teachers. 

Snedden,  Genevra  Sisson,  Docas,  the  Indian  Boy  of  Santa  Clara. 
D.  C.  Heath  &  Co. 

SoPER,  Geor(;e  a.,  Modern  Methods  of  Street  Cleaning.  T^ngineering 
News  Publishing  Co. 

Starr,  Frederick,  American  Indians.     D.  C.  Heath  &  Co. 

Tells  about  the  sun  dance  of  the  Sioux ;  Alaskan  Totem  poles ; 
the  cliff  dwellers  of  the  southwest ;  the  dress,  weapons,  games,  and 
ceremonials  of  the  various  tribes  of  American  Indians.  Based 
on  extensive  first  hand  knowledge  ;  accurate  and  interesting.  There 
is  a  map  showing  the  Indian  reservations  of  the  United  States  in 
1897,  and  an  index  and  a  glossary.     The  book  is  illustrated. 

Starr,  Frederick,  Strange  Peoples.     D.  C.  Heath  &  Co. 

Gives  an  account  of  the  life  of  the  Eskimos,  Mexicans,  South 
American  peoples,  Basques,  Finns,  Lapps,  Turks,  peoples  of  Asia, 
Chinese,  Tibetans,  Japanese,  Ainu,  Hindus,  Todas,  Arabs,  Negroes, 
Negroids,  Malayans,  etc.  List  of  reference  books.  Authoritative 
and  interesting.     The  work  is  illustrated. 

Stevenson,  Burton  E.,  and  E.  B.  (Compilers).     Days  and  Deeds.     A 
book  of  verse  for  children's  reading  and  speaking.     190G. 
Useful  for  American  holidays.     The  Baker  &  Taylor  Co. 

Stevenson,  Robert  L.,  A  Child's  Garden  of  Verse.  Illustrated  by  E. 
Mars  and  W.  H.  Squire.  Rand,  McNally  &  Co.  A  Child's  Gar- 
den of  Verse.  Illustrated  by  Jessie  Willcox  Smith.  1905. 
Charles  Scribner's  Sons. 

Stewart,  Mary,  Tell  Me  a  Trite  Story.     Fleming  H.  Revell  Co. 

Sully,  James,  Studies  of  Childhood.     D.  Appleton  &  Co. 

Especially  valuable  for  its  immerous  examples  of  children's 
sayings  and  doings. 

Tappan,  Eva  March,  An  Old,  Old  Story  Book.  Houghton  MiffUn  Co. 
Story  of  the  Greek  People.     Houghton  Mifflin  Co. 

Taylor,  A.  R.,  The  Child.     1).  Appleton  &  Co. 

Contains  elementary  truths  of  psychology,  child  study,  and 
pedagogy. 


LIST    OF    REFERENCES  293 

Tryborn,  J.  Herman,  assisted  by  O'Connor,  Ellen  F.,  and  Wilson, 
Abbie  E.,  Cardboard  Construction.     Milton  Bradley  Co. 

Verhoeff,   Caroline,   All  About  Johnnie  Jones.     Milton  Bradley 
Co. 

These  are  simple  realistic  stories  that  reflect  the  every-day  experi- 
ences of  real  life ;  stories  that  beautifully  show  the  process  by  which 
a  child  adapts  himself  to  the  standards  of  society. 

VoN  Wyse,  The  World  in  Pictures. 

Contahis  62  pictures,  32  of  which  are  in  color,  depicting,  among 
other  things,  desert  life,  Indian  life,  oceans,  mountains,  volcanoes. 

Waring,  C.  E.,  Jr.,  Street-Cleaning.     Municipal  Affairs ;  vol.  II.,  1898. 
Supplement  for  June. 

Warner,  Charles  Dudley,  Being  a  Boy.     Houghton  Mifflin  Co. 

Watterloo,  Stanley,  The  Story  of  Ab.     Doul)leday,  Page  &  Co. 

Told  as  a  simple  prehLsturic  romance  of  the  time  of  the  cave- 
man, but  is  based  on  sound  scholarship  and  is  scientifically  accurate. 
A  story  of  absorbing  interest.  Full-page  illustrations  in  color.  Is 
rich  in  material  for  adaptation  by  teacher  to  lower  grades. 

Wheeler,  Benj.  Ide,  Alexander  the  Great.     G.  P.  Putnam's  Sons. 

Whitco.mb,  Ida  Prentice,  Heroes  of  History.     Chas.  E.  Merrill  Co. 

Wiley,  Belle,  and  Edick,  Grace  Willard,  Children  of  the  Cliff. 
Lodrix,  the  Little  Lake  Dweller.     D.  Appleton  &  Co. 

Wiley,   Belle,   Mewanee    (Story    of  an  Indian    Boy).      Illustrated. 
Silver,  Biirdett  tt  Company. 

Wilson,  Bihliogra/jhy  of  Child  Study,     ('lark  University. 

WiNSOR,   Ju.sTiN,    Christopher  Columbus,  and  How   He  Received  and 
Imparted  the  Spirit  of  Discovery.     Houghton  Mifflin  Co. 

Worst,  Edward  F.,  and  Kkith,  IOdna,  Educative  Seat  Work.     ('has. 
Thomas  (,'o. 

Wylie,   Ida  Alena   R(jse,   The  (iermans.     Ilhistrated.     The   Hobl)s- 
Mcrriil  Co. 

YoN(tE,  ('HARLorrE  M.,  Aunt  Charlotte's  Stories  of  German  History 
for  the  Little  Ones.     London. 


294  SOCIALIZING   THE    CHILD 

SERIES 

Library  of  Work  and  Plaij.     10  vols.     Doubleday,  Page  &  Co. 

See  volumes  on  housekeei)ing  and  home  decoration. 
Little  People  Everywhere.     Illustrated.     1910.     Little,  Brown  &  Com- 
pany. 

These  books  interest  younger  children  than  the  Peeps  al  Many 
Lands  Series. 
Our  Little  Cousin  Series.     The  Page  Co. 

Gives  manners  and  customs,   child-life,  and  some  descriptions 
of  the  country.     Can  be  read  by  third  grade  children. 
Peeps  at  Great  Cities.     Berlin. 

Includes  a  good  account  of  a  German  Christmas.     Adam   and 
Charles  Black,  London.     The  Macmillan  Company,  Agent. 
Peeps  at  Marry  Lands.     Holland,  Japan,  Germany.     Adam  and  Charles 

Black,  London.     The  Macmillan  Company,  Agent. 
World  at  Work  Series.     American  Book  Company. 
Great  People  Series.     D.  Appleton  &  Co. 


LIST   OF   PUBLISHERS 

American  Book  Company,  100  Washington  Square,  New  York  City. 

D.  Appleton  &  Co.,  29-35  West  32d  Street,  New  York  City. 
Atkinson,  Mentzer  &  Grover,  318  Washington  Street,  Cliicago,  111. 
A.  L.  Armstrong  &  Co.,  London,  Eng. 

The  Baker  &  Taylor  Co.,  New  York  City. 

George  A.  Bates,  Salem,  Mass. 

Adam  and  Charles  Black,  4  Soho  Square,  London,  Eng. 

The  Bobbs-Merrill  Co.,  Indianapolis,  Ind. 

Boston  Book  Company,  Boston,  Mass. 

Milton  Bradley  Co.,  Springfield,  Mass. 

The  Century  Company,  353  Fourth  Ave.,  New  York  City. 

Clark  University,  Worcester,  Mass. 

Robert  S.  Clarke  Co.,  Cincinnati,  0. 

Thomas  Y.  Crowell  Co.,  426  West  Broadway,  New  York  City. 

Edwin  Daltnii,  4S  Aldersgate  Street,  London,  Mnp. 
Dodge  Publishing  Co.,  214  E.  23d  Street,  New  York  City. 
(\.  H.  Doran  Company.  .38  West  32d  St.,  Now  York  City. 
Doubloday,  Page  &  Co.,  Garden  City,  New  York  City. 

E.  P.  Dutton  (t  Co.,  f)81  Fifth  Ave.,  New  York  City. 

Krlucational   Publishing  Co.,    Ki   llast   17th   Street,   New  York  City ; 

and  Boston,  Mass. 
Engineering  News  Put)li.shing  Co.,  New  York  City. 
Dana  Este«  &  Company.    Publications  arc  now  sold  by  The  Page  Co. 

Hanagan  Co.,  A.,  .')21  South  Wabash  Ave.,  Chicago,  111. 
Charles^ Foster  Pub.  Co.,  716  San.som  Street,  Philadelphia,  Pa. 

Ginn  <t  Company,  29  Beacon  Street,  Boston. 

H.-irpcr  (t  Bros.,  Franklin  Square,  New  York  City. 
D.  C.  Heath  &  Co.,  231-241  West  39th  Street,  New  York  City. 
Hodder  <fe  Stotighton,  27  Paternoster  How,  I.diKlon,  Eng. 

295 


296  SOCIALIZING   THE    CHILD 

Henry  Holt  &  Co.,  34  West  33d  Street,  New  York  City. 
Houghton  Mifflin  Co.,  4  Park  Street,  Boston,  Mass. 
B.  W.  Huebsch,  225  Fifth  Ave.,  New  York  City. 

Little,  Brown  &  Company,  34  Beacon  St.,  Boston,  Mass.  | 

Longmans,  Green  &  Co.,  Fourth  Avenue  and  30th  St.,  New  York  City. 
Lothrop,  Lee  &  Shepard  Co.,  93  Federal  Street,  Boston,  Mass. 

The  McClure  Company.  Publications  have  been  purchased  by  Double- 
day,  Page  &  Co. 
A.  C.  McClurg  &  Co.,  218  South  Wabash  Ave.,  Chicago,  111. 
McLoughlin  Co.,  New  York  City. 

The  Macmillan  Company,  66  Fifth  Avenue,  New  York  City. 
Maynard,  Merrill  &  Co.,  New  York  City. 
Menominee  Press,  Menominee,  Wis. 
Charles  E.  Merrill  Co.,  432  Fourth  Ave.,  New  York  City. 
Moffatt,  Yard  &  Co.,  116  West  32d  Street,  New  York  City. 
John  Murray,  50a  Albemarle  Street,  London,  Eng. 

David  Nutt,  270  Strand,  London,  Eng. 

The  Page  Co.,  53  Beacon  Street,  Boston,  Mass.     (Formerly  L.  C.  Page 

&Co.) 
The  Penn  Publishing  Co.,  923  Arch  Street,  Philadelphia,  Pa. 
G.  P.  Putnam's  Sons,  2  West  45th  Street,  New  York  City. 
PubUc  School  Publishing  Co.,  Bloomington,  111. 

Rand,  McNally  &  Co.,  536  South  Clark  St.,  Chicago,  III. 
Fleming  H.  Revell  Co.,  80  Wabash  Ave.,  Chicago,  111. 

Benj.  H.  Sanborn  Company,  Boston,  Mass. 

W.  Scott  Publishing  Co.,  3  East  14th  Street,  New  York  City. 

Charles  Scribner's  Sons,  597  Fifth  Ave.,  New  York  City. 

Sigma  Publishing  Company,  Chicago ;  and  210  Pine  Street,  St.  Louis, 

Mo. 
Silver,  Burdett  &  Company,  221  Columbus  Ave.,  Boston,  Mass. 
Frederick  A.  Stokes  Company,  443  Fourth  Ave.,  New  York  City. 

Charlas  Thomas  Company,  Chicago,  111. 
University  of  Chicago  Press,  Chicago,  111. 

Frederick  Wame  &  Co.,  London,  Eng.,  and  12  Ea.st  33d  Street,  New 
York  City. 


INDEX 


Adult,  Types  of,  that  luisuuderstand 
child,  7-h 

Adult  student  of  history.  Understand- 
ing of,  contrasted  with  that  of 
chUd,  14-15 

Aim  in  the  work  of  grade  two,  100; 
in  stories  of  heroes  in  grade  three, 
198 

.\ims  and  purposes  in  first-year  work, 
74-76 

Alexander  the  Great,  211-225  :  Adapta- 
tion of  material,  220-221  ;  famous 
marches.  217-218;  famous  victories, 
217;  his  Ujyhood,  221-222;  his 
treatment  of  Bucephalus,  224-225  ; 
militar>'  career,  219 ;  other  anec- 
dotes, 225  ;  persrjnal  ajjpearance,  215 
216;  personality,  210-217  ;  place  iu 
history,  213-215  ;  preparation  for  tell- 
inK  sU)ry  of,  211  2i:i;  references 
on,  226;  results  of  conquests,  219 
220 

AmuHcmciits,  .Japanese,   109    170 

Aristotle  demoiislrattMl  splicricily  of 
the  earth.  22f>-228 

ArrianuH,  IHavius,  "Analiasis  of  Alex- 
ander." 214;  <iuotati(>ii  from,  211- 
215 

Artists.  The  l)Ost  children's.  50  51 

Audit/jry  imaKinatinn,   29,   'M) 

Rarx>n.    HoKcr.    believeil   earth    round, 

228 
Mehaim,  Martin,  Glolx-  made  by,  228 
Berlin.  CJutline  for  study  of.  147  \'>'.i; 
Christmas  in.  151  1.5.'l ;  description 
of  a  day  in,  15ri-150;  parks  and 
playiirounds    iu,     149 ,     school    life 


in,  150-151  ;  squares  in,  148;  streets 

in,  147 
Books    as    interpreters    of    childhood, 

10-11 
Boutet  de  Monvel,  French  illustrator, 

49,  50 
Brooke,  L.  Leslie,  Pictures  for  children 

by,  50 
Butterworth,    Hezekiah,    "Crown   our 

Washington,"  280 

Cause  and  effect.  Sense  of.  13 
Child,   the,   How   to   understand,   5-8, 
10-11  ;     liow    to    widen    horizon   of, 
2-4 ;     interest    of,    iu    construction 
work,     56-57 ;      learns    of    progress 
through     study     (jf     primitive     life, 
100-101  ;      limited     experience     of, 
1-2  ;    results  of  first  year's  work  of, 
98-99 ;     self-a(!tivity   of.    in   connec- 
tion   with    sand    table.    42,    44-47; 
stories  for.  8   10;  value  of  free  play 
to.  0  ;   value  of  pictures  U),  48.  52- 
54 
Child,  city.  Limitations  of  the.  21 
Child,    country,    Opportunity    of,    for 

expression,  20 
Child  life  in  other  lands,  Construction 

work  basi'd  on.  71    72 
Child  of  the  professional  classes,  21-22 
Child.  Lydia  Maria,  "Over  the  River 

and  throimh  the  Wood,"  2<i7 
Child's  experience.  The.  12-17;  his- 
tory study  should  Im'  based  on,  12; 
underslandinn  limited  by,  14  Hi 
Child's  normal  instincts  and  interests, 
18-27:  Aids  Uj  discovery  of  normal 
interests,     23 ;      i-ommunicative    in- 


297 


298 


INDEX 


stinct,  IS;  dramatic  instinct,  18- 
19 ;  tabulation  of  the  interests  of 
children,  24-27 

Children  of  Holland,  Outline  for  study 
of,  186-137 

Christmas  in  Berlin  outlined,  151-153 

City  problems.  Outline  for  study  of, 
161-162 

Civilization,  Origin  of  European,  213 ; 
stages  of  progress  toward,  102- 
103 

Columbus,  Christopher:  Teacher's  re- 
view of  life  of,  226-236 ;  Columbus 
returns  to  Spain,  250-252 ;  ex- 
ploring in  the  West  Indies,  248-250  ; 
the  poor  Italian  boy  who  became 
famous,  236-244  ;  references  on,  236  ; 
the  voyage,  244-248 

Committee  of  Eight,  Ideas  of,  on 
heroes  of  other  times,  198;  on 
celebration  of  holidays,  256 

Community  life  as  a  study  for  grade 
one,  76-77,  81-83  ;  references  on,  96 

Conceptions,  Sand  table  a  measure  of 
correctness  of,  42 

Concrete  imagination,  Sense  types  of, 
29-32 

Construction  work,  56-73 :  Aims  in, 
56-57;  illustrations  of,  62-73  ;  prob- 
lems for,  57-62 

Cooperation,  Study  of  primitive  life 
leads  to  conception  of,  101-102 

Crane,  Walter,  Pictures  for  children, 
50 

Creative  imagination,  34 

Criticism  of  imagination,  34-35 

D'Ailly,    Pierre,    "The   Image   of   the 

World,"  230 
Decorations    to     be     constructed     by 

children,  65-66 
Discovery  of  America  by  Columbus, 

226-236  ;    significance  of,  226 
Doll's  house.  Construction  of,    62-63 
Dramatic  expression  a  help  to  history 

study,  17,  19 


Eastman,  Charles  A.,  "Indian  Boy- 
hood," Thanksgiving  celebration 
based  on,  270-271 

"Emmy  Lou;  hor  Book  and  Heart" 
(G.  M.  Martin),  10-11 

Environment,  Immediate,  ofifers  op- 
portunities for  development  of  child, 
2-3 

Eratosthenes,  His  belief  that  the  earth 
is  round,  228 

Eskimos,  the.  Outline  for  study  of, 
119-121;  references  on,  127 

Excursions,  Suggestions  for,  87-89 

Experience,  Muscular,  builds  up  no- 
tions of  space,  46 

Experience,  The  child's,  as  a  basis  for 
history  study,  12 ;  limits  his  under- 
standing, 14-16,  17 

Expression,  Sand  table  as  means  of, 
41-42 

Family,  The,  as  a  study  for  grade  one, 

79-81  ;    type  lessons  on,  83-87 
Farm    life,    Type   lessons   on,    89-95 ; 

in  France  outlined,   193-196 
Feast  of  Demeter  in  Greece,  261-262 
Feast  of  dolls,  Japanese,  170-171 
Feast  of  St.  Nicholas  in  Holland,  139 
Feast    of    the    New    Year,    Japanese, 

174-175 
Feast    of    the    Tabernacles,    258-260 ; 
poem  by  John  Finley  on,  260-261  ; 
suggestions    for    (-elebration    of,    by 
third  grade  children,  271-272 
Festival  of  C'erelia  in  Rome,  262 
Fiction  distinguished  from  history,  35 
Finley,    John,     "  A    Feast    of    Taber- 
nacles," 200-261 
Fire,    Discovery   of,   and   use   of,  103 ; 
modern  man's  use  and   control  of, 
109-114;    primitive  man  and,   106- 
109 
Firemen,  Story  showing  need  of,   112- 

114 
First   grade.    Holiday   celebrations   in, 
255 ;     outhne    of    work    of,    74-95 ; 


INDEX 


299 


suggestions    for    Thanksgi\nng    rclc- 
bration  in,   267,   26S ;    summary  of 
work  of,   9&-99 ;     type  lessons   for, 
83-95 
Flag  festival,  Japanese,    171-173 
Flower  festivals,  Japanese,  173 
Fourth    grade,    Thanksgiving   celebra- 
tions in,  272 
France,  (Outline  for  study  of,  181-197  ; 

references  on,  197 
P'urniture  to  be  constructed  by  chil- 
dren, 63-65 

Geography,  liefore  Columbus,  226- 
231  ;  books  on,  influenced  Colum- 
bus, 230-231  ;  study  of  primitive 
life  as  a  basis  for,  101 

Germany,  Outline  for  study  of,  145- 
Ifil  ;  references  on,  163 

Gift,s  to  Ije  made  l)y  children,  66-67 

Grade,  see  First,  Second,  etc. 

CJrccks,  Ideals  of,  contrasted  with 
those  of  Orient,  211    212 

Greeoaway,  Kate,  Pictures  by,  50 

"Hakarlah's  First  Offering."  Thanks- 
giving celebration  biused  on,  270-271 

Harvest  rclcbrations,  257-263 

Harvest  Home  in  lOngiand,  262-263 

Health  department,  Outline  for  study 
of.  161-162 

Hebrew  Thanksgiving  celebrations, 
2.58-260 ;  suggestions  for,  in  third 
gr;ule,  271 

Hellenism  Hpreafl  by  Alexander.  213 

Hellenistic  Period,  220 

Heriry  f)f  Portugal.  Prince,  foundiHl 
Hchf)oi  r)f  ex[)lf)rers,  231  -232 

HcTDes,   I  )iitrh  stories  of,  13!)    Ill 

Heroes  of  liist/»ry.  How  to  introduce 
\n  third  grswle  children,  19K-252 

Heroes  of  f)ther  times.  C-onstrucli(m 
work  baser!  on  study  of.  I'l  l'.\ 

Historic  changcsB,  Conception  of.  de- 
velopcfi  through  holiday  colobra- 
tioris.  25(> 


Historic   material   that  stimulates  the 

imagination,  36 
Historic  sense,  Elements  of  the,  13 
History,   Adult  student  of.   contrasted 
with    child,    14-15 ;     child's    limited 
understanding  of,  15-16  ;    how  child 
obtains  images  necessary'  for  study 
of,    16-17;    study  of   primitive   life, 
a  basis  for,  101 ;    value  of  imagina- 
tion in  study  of,  29 
History  and  fiction  distinguished,  35 
History  teaching,  First  step  in,  1-3 
Holidays,    Celebration   of,    in   primary 
grades,    253-281 ;     in    Japan,     170- 
175 ;   summary  of  value  of,  253-255 
HoUand,  Children  of,  136-137  f  Feast 
of  St.   Nit^holas  in,    139  ;    home  life 
in,     135-136 ;      life     in,     contrasted 
with     life     in     America,      141-142; 
location  of,  and  description  of,  132- 
135 ;     outline    for   study   of    life   in, 
132-145  ;    peculiar  customs  of  people 
of,     137-139;    references     on,     142- 
143;    Thanksgiving  celebrations  in, 
263 
Home  instruction  of  Japanese  children 

outlined,  177-178 
Home   life,    as  subject,  for  first  grade, 

79-83;    in  Holland,   13.5-136 
Homes  of  Japanese,  164-166 
Horizon,     Gradual     widening    of     the 

child's,  3 
Humor,  The,   kind  of,   that  appeals  to 
children,  9 

Illustration,  Value  of,   pict^)ri;U.  37 
lllustrat^^irs  for  children.  49  51 
"Image      of       the       Worlfl "       (Pierre 

d',\illy).    230;     notes   by    Columbus 

on.  231 
Images.    neecHsary   for   history   study, 

16-17;    sper-ifir-  .'lirii  of  construction 

work  to  secure  definite,  57 
Imagination,    Value   of,  controlled,   in 

history  slurly.  99  ;    fTiticism  of.  3'1  - 

35;      fuiictioM    of.     2H  .37;      historic 


300 


INDEX 


material  that,  stimulates,  W  37 , 
importance  of,  in  history  study, 
29 ;  importance  of,  in  play,  28 ; 
reproductive  and  creative,  34  ;  sense 
types  of,  29-32  ;    verbal,  32-33 

Impressions  expressed  through  sand 
table,  41-42 

Indian  life.  Construction  work  bused 
on,  69 

Indians,  Outline  for  study  of,  121-126; 
references  on,  127-128 

Indies,  the.  Trade  with,  229-230; 
westward  route  to,  sought,  232-233 

Instinct,  Communicative,  of  the  child, 
18;  dramatic,  of  the  child,  18-19; 
natural,  of  the  child  should  not  be 
suppressed,  20-21 

Instruction,  concrete.  Value  of,  47 

Interests  of  children,  Aids  to  the  dis- 
covery of,  23 ;    tabulation  of,  24-27 

Japan,  Outline  for  study  of,  163- 
180;  amusements  and  festivals  in, 
169-170;  commendable  character- 
istics of  people  of,  178-179;  holi- 
days in,  170-175;  home  instruction 
of  children  in,  177-178 ;  homes  of 
the  people  of,  164-166  ;  location  and 
description  of,  163-164 ;  references 
on,  180-181 ;  schools  in,  176-177 
.Japanese,  Characteristics  of,  outlined, 

178-179 
Japanese  baby.  The,  167-169 
Japanese  children.  Occupations  of,  176 
Jemez     Plateau,     Antiquities    of     the, 

126-129 
Joan  of  Arc,  Story  of,  196-197 
Joseph,  .Story  of,  198-209 :  Divisions 
of,  200 ;  Joseph  a  slave  in  Egypt, 
207-208;  ,Joseph  sold  by  his 
brethren,  206-207;  Joseph  the 
Dreamer,  204—20.5 ;  presentation 
of,  202-204 ;  reasons  for  selecting, 
198-199  ;  references  on,  209  ;  sugges- 
tions for  expressive  activities  on,  209  ; 
teacher's  preparation  for  telling,  201 


Koller,  Helen,  Type  of  imagination  of, 

30,  36 
King,    Irving,    "The    Psychology    of 

Child  Development,"  24 

Life  in  France,  Germany,  etc.,  see 
name  of  country 

Life,  see  ('hild  life,  Coniniuiiity  life, 
Farm  life.  Home  life 

Limitations  of  primary  child's  ex- 
perience, 14-16;    of  city  child,  21 

Marco  Polo,  Travels  of,  230 

Martin,     George     Madden,     "Emmy 

Lou;   her  Book  and  Heart,"  10-11 
Materials  for  construction  work,  59 
Mixed  type  of  imagination,  29,  31 
Modern  man's  use  and  control  of  fire. 

Outline  for  study  of,  109-114 
Mongol  conquests.  Effect  of,  on  Europe, 

230 
Motor  activities  clarify  ideas,  44,  47 
Motor  images.  Importance  of,  94 
Motor  imagination,  29-30 
Music    for    Thanksgiving    celebration, 

267,  272 

New  England  Thanksgiving,  272 
Newell,  Peter,    Pictures   for   children, 
51 

Occupations   of   individuals    as   study 

for  grade  one,  81 
Occupations  of  Japanese  children,  176 
Oriental,  The,  contrasted  with  Greeks, 

211-212 
Outline  of  subject  matter  of  book,  3-4 

Pantomime,  Use  of,  in  celebrations, 
264-265 

Paris,  Outline  for  study  of,  181-189: 
As  seen  from  the  Seine,  182-184 ; 
boulevards,  184-185 ;  children  and 
their  jjleasures,  187-189;  free  pleas- 
ures  and    entertainments,    186-187  ; 


INDEX 


301 


plan  of.   181  ;    zoos  and  parks,   185- 
186 

Percept,    The  basis  for  the  image,  29 

Personal  service,  Emphasis  to  be 
placed  on,  78 

Perspective  confusing  to  child,  53 

Picture  books  for  children,  49-50; 
the  making  of,  as  construction  work, 
165 

Pictures,  for  study  of  Germany,  153- 
156;  for  study  of  Holland,  143; 
for  study  of  life  of  .Joseph,  163, 
200-201  ;  how  to  get,  50-52  ;  how 
to  select,  49-50;  how  to  use,  52 
54 ;  misuse  of,  54—55 ;  use  of,  in 
primar>-  grades,  48-55 ;  value  of. 
to  the  child.  48-49 

Play,  Value  of,  to  child,  6.  20,  28 

Poems  for  Thanksgi\-ing,  274-275 

Portuguese,  Explorations  of,  231- 
232 

Primarj-  grades.  Celebration  of  holi- 
days in,  256-281  ;  legitimate  history 
for,  17 

Primitive  life,  as  a  basis  for  history 
and  geography,  101  ;  as  a  means 
to  the  conception  of  cooperation, 
101-102;  construction  work  based 
on,  69-70 ;  study  of,  develops  con- 
ception of  progress,   100 

Primitive  man.  <^)iifliru'  for  study  of, 
104-106;  references  on,  126-127 

Problems   for   constructir)n   work,    .")7 
62;    for  third  grarjc  work.   143-145, 
156-1.57.   161    162,    179    1>S0 

Procedure.  General  mode  of,  in  first 
grade  wf)rk,  76-77 

ProfesHionai  clnsses.  Child  of  tlic,  21-22 

Progress,  Study  of  primitive  life  de- 
voioi)s  cori'-cption  f>f,   UM) 

Psalm  of  David,  Metriml  tr.'inslafion 
of  the  XLVII.  27.3-274 

References.  Complete*  list  of.  282-294 

Hpfereiiccs.    for  firf<t    grade   work.  96  - 

97;     for    second    gratlc    work,    12r. 


128  ;  for  third  grade  work  :  Holland, 
142-143;  Germany,  163;  Japan. 
180-181 ;  France,  197  ;  on  celebra- 
tion of  holidays,  280-281  ;  Story 
of- Joseph,  209;  Story  of  Alexander, 
225  ;  Story  of  Columbus,  236 
Reproductive  imagination,  34 
Responses,    Value    of    observing    the 

chUd's,  19 
Rome,  Festival  of  Cerelia  in,  262 

Sand  table.  The,  and  its  uses,  41-47: 
Develops  instincts  of  expression, 
constructivencss,  and  sociability, 
42-44 ;  develops  ideas  of  space 
relations,  44-46 ;  means  of  ex- 
pression, 41 ;  value  of  in  concrete 
instruction,  47 ;  problems  for,  69- 
72 

School,  A  Japanese,  176-177 

School  life  in  Berlin,  150 

Scotland,  Harvest  celebration  in,  262- 
263 

Second  grade  work,  98-128;  aim  in, 
100;  holiday  celebrations  in,  252, 
267-269 

.Self-expression,  Activities  for,  in  con- 
nection with  hero  stories,  208-209 ; 
need  of,  20,  22 

Sense  experience.  Limitations  of  the 
primary  chilfi's,   1 

Sense  training.  Importance  of,  36 

.Sense  types  of  imiigination,  29-32 

Senses,  Tactile  anrl  motor,  give  reality 
tf)  percepts,  46 

Shoe  store.  Suggestions  for  an  excursion 
to  the.  87-89 

.Size,  relative.  Children  sIiom1<1  Icmiii. 
from  pictures,  52-53 

Sociability.  Sand  tiilile  appi^iils  to 
instincts  of,  42 

Social  activities  for  the  child,  17 

.Sfx'ial  unit.  Sense  f)f  the,  1.3.  17 

Society,  organized.  Development  of 
child's  idea  of.  11)2;  viewpf)inl  of 
teacher  and  i-liiM  towarii,  2 


302 


INDEX 


Songs  for  Thanksgiving,  272-274 
Space   relations.    Sand    table   dev^eloi)s 

ideas  of,  44-45 
Stories,     a    link    tictween    adult    and 

child,    9-10;     for    third    grade    chil- 
dren, 198-252;  references  on  how  lo 

tell,   198-252 
Stratton,  Helen,  Pictures  for  children. 

50 
Street-cleaning    department.    How    (o 

help,    160-161  ;     outline    for    study 

of,  in  Berlin  and  at  home,  158-160 
"Studies     of     Children's     Interests," 

Tabulation  based  on,  23-27 
Subject  matter  for  grade  one,  79-83  ; 

arrangement  and  selection  of,  77-79 
Supplementary  reading,  second  grade, 

126-128;       third     grade,      142-143. 

180-181 
Sylvius,  ^neas,  "General  History  and 

Geography,"  230 
Symbolic  imagination,   32-33 
Sympathy    with    children   a   necessity 

to  the  teacher,  5-6 

Tabulation  of  the  Interests  of  Children, 
24-27 

Tactile  imagination,  29,  31 

Teacher,  The,  and  the  child,  5-11  ; 
as  a  trained  observer,  6-8 ;  books 
as  interpreters  of  childhood  for, 
10-11 ;  preparation  of,  for  telling 
hero  stories,  201-202,  209-210, 
211-221,  226-236;  sympathy  with 
children  a  necessity  to,  5-6 ;  value 
of  ability  of,  to  tell  stories,  8-10 

Thanksgiving,  Celebration  of,  257- 
275:  Different  forms  of,  266-267; 
Dutch,  263,  272 ;  educational  possi- 
bilities in,   257-258 ;    history  of,   in 


difTorent  covmtries,  258-263 ;  prep- 
aration for,  264-266;  songs  for,  267, 
272-275 

Third  grade  work.  Holiday  celebrations 
in,  255  256;  outline  of.  132-197; 
stories  of  heroes  of  history  in,  198- 
252 ;  Thanksgiving  celebration  in, 
269-272 

Time  sense,  Child's  lack  of.   12   13.   17 

Toscanclli.  Paolo  del  Pozzo.  Letter  of, 
to  Columbus,  233 

Toys  to  be  made  by  children,  67-69 

Trade  routes.  The  old,  to  the  Indies, 
229 

Travel,  Books  on,  influenced  Colum- 
bus, 230-231 

Travel  and  transportation  of  primitive 
man,  116-119 

Turks.  Aggressions  of,  injured  Euro- 
pean trade  with  East,  231 

Type  lessons  for  grade  one,  83-95 

Ulysses,  How  to  teach  story  of,  209- 
211 

Verbal  imagination.  Types  of,  32-33 
Visual  imagination,   29-30 
Voyages,  Early,  226 

Washington,  George,  A  child's  idea  of, 

13   14 
Washington's     Birthday,     Celebration 

of,  275-280:  Obstacles  to,  in  primary 

grades,  275 ;    should  be  organic  part 

of  year's  work,  276-278  ;   suggestions 

for,  278-280 
West  Indies,  Explorations  of  Columbus 

in  the,  248-250 
Wheeler.    Benjamin    I.,    Biography   of 

Alexander.       213-214;        quotation 

from,  214-215 


16 


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